fuNlVEKSlT^* 

OF 


■Mucational    status   of    the']ft^gro    in   the   3j 
Francisco    Day   re;T;ion. 


By 
Berlinda  Savison 

THE3I3 
oubraitted   in  partial   satisiactior.   of   the   req.uire?nents   for    the  degree   of 

JvlASTSR  0?  ARTS 
in 


Education 

in   the 
GRADUAr^  DI VI  3101^1 
of    the 
UKIVTCR3ITY  0?    GALIFORi::iA 
Deceraber,    1921 


A  '  1"   L  />  Wfl  £ 


yOKEWORD 

America  is  knovm  to  the  world  as  the  land  of  opportunity. 
i'or  many  yeirs  /unericano  l.ave  boasted  that  each  one  has  an  equal 
opportunity  with  every  othjr  to  make  the  best  of  himself  in  the 
attainment  of  economic  independence.   The  opinion  is  general 
that  in  the  extreme  western  part  of  the  United  otatee  are  embod- 
ied all  the  ideals  of  'imerican  democracy,  therefore  it  v/as 
thought  tlic't  a  survey  of  the  educational  otitue  of  th.e  :i;ep:ro  in 
a  portion  of  the  region  \70uld  be  of  some  value. 

i.iany  nationalities  and  races  >re  represented  in  California, 
but  l:egroes  form  only  a  small  portion  of  lier  popul  ition  (about 
Ip) ',  consequently,  tiiere  is  no  eo-called  Legro-problem  tije  solu- 
tion of  rjoicii.  is  recognized  to  he  of  vital  importan.ce  to  lier 
future  development.  The  San  J'rancisco  Bay  region  was  c^iosen  be- 
cause of  its  importance  as  a  commercial,  induiitrial  and  manufac- 
turing center  and  because  education  is  so  highly  developed. 

The  plan  was  to  find  out  ivhat  effect  the  five  great  r;encie8 
of  civilization  -  tlie   hom.e,  the  school,  the  vocation,  the  state 
and  the  church  -  have  on  the  development  of  tiie  Ilegro.   The 
method  hid  to  be  statistical  and  inspectorial,  borne  2,000  ques- 
tionnaires v/ere  distributed  prorriscuously  among  the  idult  colored 
population.   They  were  given  to  mis  asters  of  colored  churches  to 
be  distributed  among  the  congre/^ationa,  to  me'nbers  of  several 
fraternal  organizations  and  associations,  and  to  intere:;.ted  per- 


a 

sons  for  distritiution  omonr,   thoir  friendD.  .n'or  some  inexplicable 
reason  only  672  quec tionniirea  v/ere  returned  filled-out.   A 
greater  effort  was  made  to  obtain  questionnaires  from  tliose  peo- 
ple hovinp;  children,  in  order  to  learn  vVietlier  there  is  any  corre 
-lation  between  the  education  of  Vie   parent  and  the  child's  stay 
in  school  or  the  type  of  ccliool  vorlc  done  "by  t>ie  cliild . 

The  questionnaires  which  form  the  basis  of  Gliapter  IV  were 
obtained  throus';^h  the  kindness  of  principals  and  teacliers  of  the 
hi^h  and  graramai"  schools  visited,  ilany  of  the  teachers  gave  the 
v/riter  useful  information  regarding  the  colored  pupils  they  h'l.ve 
taught  and  are  now  teaching.  The  parents  of  m^.ny  of  the  children 
unknowingly  furnislied  the  writer,  who  is  also  colored,  otlior  in- 
formation . 

As  a  p .rt  of  the  work,  copies  (dating  from  September  15,  1894 
to  April  9,  1921)  of  Uie  Western  Outlook,  a  weekly  newspaper  ed- 
ited by  colored  people  of  this  region,  were  read;  colored  churches, 
public  meetings  ';nd  concerts  were  attended;  md  convert  .'.t ions  \;ere 
held  v/itl-i  many  i  egroes  whose  ideas  ^re  typical  of  tlie  various 
classes  of  colored  people.   The  field  investigations  jIso  consist- 
ed of  visits  to  one  hundred  and  eleven  l^iomes  of  colored  children, 
in  order  to  secure  I'irst-i. md  information  regarding  the  type  of 
homes  tliey  live  in,  the  condition  of  the  neighborhood  and  the  at- 
titude of  their  parents  toward  their  education.  The  \/liittier 
bcale  for  Grading  Home  Conditions  and  the  ./ijittier  ocale  for 
Grading  i^eighborhood  Conditions  Vi/ere  used. 


iii 

Tlie  conclusion  reached  is  tnat  it  is  quite  probable  that  the 
results  of  the  survey  v.'ould  hivc  been  very  little,  if  iny,  dif- 
ferent had  they  referred  to  people  of  any  other  race  of  the  eame 
social  status.  The  writer  has  been  careful  not  to  make  state- 
ments unsupported  by  facta  vThere  facts  v;ere  needed.  The  recom- 
mendatione  were  not  made  V7ith  race  or  color  in  mind  but  witl-i  the 
idea  of  bettering  the  condition  of  tl^ie  J  egro,  that  he  may  in  the 
future  become  a  most  efficient  citizen. 


CONTENTS 

Page 

Introduction  v 

The  American  Negro   v 

Historical  Sketch  of  Negro  Education   xiii 

Chapter  1.  The  Negro  in  the  San  Francisco  5ay  Region  .   .  1 

Historical  Sketch    1 

Present  Condition   3 

Educational  Status  of  ivien  and  V/omen  in  Various  Occupa- 
tions    6 

Occupations  and  Sducation  of  tlie  i.;en 0 

Distrihution  of  Occupations  8 

Education 10 

Conclusion 17 

Occupations  ^^nd  ±;ducation  of  the  omen 19 

Distribution  of  Occupations  19 

Education 20 

Conclusion 24 

Chapter  11.  The  Part  Education  Should  Flay  in  the  Improye- 

ment  of  tlie  Condition  of  the  Negro 25 

Chapter  111.  Vvhat  Has  Been  Done  in  tlie  Past  Jiducationally  32 

Chapter  IV.  Education  of  the  Children  of  Today  ....  37 

Grammar  School  Pupils   41 

High  School  Pupils 53 

Conclusion 60 

Higher  Education 61 

Chapter  V.  Home  and  Neighborhood  Conditions  of  the  tichool 

Children 62 

Home  Conditions 64 

-  Neighborhood  Conditions 68 

Comparison  of  the  Index  Distribution  of  the  Colored 

and  Delinquent  Children  72 

Conclusion 75 

Chapter  VI.  Conclusion  76 

List  of  Diagrams,  Forms  and  Tables 79 

Bibliography  81 


INTRODUCTION 

The  /^-nerican  }ie(rvo 

Tae   firot  slaves  v/ere  l-:!nded  in  unerican  coloniec  in  IGIS . 
The  importation  wae  not  l;^rge  until  the  .siento  of  1713,  which 
was  an  agreement  "between  riinfjland  and  bpain  that  tiie  former  be 
granted  a  monopoly  of  the  Spanish  colonial  slave  trade.   \bout 
30,000  slaves  arrived  annually  in  /jnerica  and  before  the  Kevolu- 
tionary  „ar  the  number  had  re-ached  at  least  40,000  per  year. 
England,  Denmark,  Portugal  and  Ljpain  abolished  the  trade  and  the 
United  states  attempted  to  do  so,  but  illicit  trade  continued  un- 
til tiie   beginning  of  the  Civil  ^ar  in  /unerica.   At  that  time 
there  were  about  four  and  one  half  millions  of  si  -vos  in  the 
United  btates.   In  1914  it  v/as  estimated  that  the  'e.'^^ro  popula- 
tion was  about  ten  and  one  quarter  millions.   "The  present  so- 
called  Hegro  population  of  the  United  States  is: 

"1.  A  mixture  of  the  various  /ifrican  populations,  3?antu, 
iiudanese,  v;est-coast  llegroes,  some  dwarfs,  and  some  trices  of 
.\rab,  Berber,  .^nd  iJemitic  blood. 

"2.  A  mixture  of  these  strains  v/ith  t-ho  blood  of  /hite 
.onericans  through  a  syste:r;  of  c oncubina.fje  of  colored  women  in 
slavery  days,  together  with  some  legal  intermarriage. 

"....In  r;eneral  the  Iiegro  population  in  the  United  states  is 
brown  in  color,  darkening  to  almost  black  and  shading  off  in  the 
other  direction  to  yellow  and  -.-hite,   nd  is  indistinguishable  in 


vi 

some  c  ises  from  the  v/liite  population."" 

At  first  there  v;as  no  dictinction  wade  between  the  black 
slave  and  the  white  indented  servant.   Up  to  -j.bout  1G60,  in  most 
colonies  ba.pti8m  into  a  Christian  church  freed  a  liegro  slive. 
This  moral  difficulty  which  confronted  planters  who  realized  the 
advantanje  to  be  derived  from  laborers  held  for  life,  led  to  the 
establiohment  of  laws  that  conversion  v;ould  not  alter  the  status 
of  a  clave.   The  servitude  of  t}ie  black  man  xjac   more  fully  con- 
verted into  slavery  v;hen  the  condition  -:.nd   status  of  the  mother 
T7a8  extended  to  and  continued  in  her  offspring,  liaturally,  tVie 
conception  that  the  slaves  v;ere  property  s^Tev   more  and  more  strong 
until  they  could  neither  o\m   nor  enjoy  rrcperty  in  t}ieir  o\7n 
rights,  could  not  make  legal  contr':cts,  ent€;r  into  tr  ide,  nor  had 
slave  marriages  ony   standing  in  courts. 

"The  slave  codes  at  first  v;ere  really  labor  codes  baoed  on  an 
attempt  to  reestablish  in  America  the  waning  feudalism  of  Europe. 
The  Inborers  ■;7ere  mainly  black  ?nd  wove   held  for  life.   .hove  them 
came  the  artisans,  free  v/hitee  v/ith  a  few  blacks,  and  above  them 
the  mpster  class.  Tne   feudalism  called  for  the  plantation  sy-.tem, 
and  tlie  plantation  system  as  developed  in  America,  and  particular- 
ly in  Virginia,  was  at  first  a  feudal  domain.   On  these  planta- 
tions the  master  war,  practically  supreme,  '"he   slave  codes  in 
early  days  v/ere  but  nioderately  harsh,  allov/ing  punisl^mcnt  by  the 
master,  but  restraining  him  in  extreme  cases  and  providing  for 
care  of  x3is  slaves  and  of  tVie  -^.ged.   with  the  jtover ,    however, 

^Du  Bois,  \7.  E.  P.  The  llegro.  Pages  134-185. 


vil 

solely  in  the  licnciB     of   the  'nnf-^ter  class,    and  'vith  the  maeter   su- 
preme  on  his   o\yn  plantation,    liis   power   over   the  slave  wac   practic- 
ally v;hat  he  wished  it  to   be.      In  some  cases   tlie  cruelty  v/as   as 
great  ae  on    the  worst    Vest   Indi^an  plantations.      In   other  cases    the 
rule  v/as  mild  and   paternal." 

i'rort!  the  class   of   indented   servants  came  tl'ie  firr,t   <i'ree  l.e- 
groes;    they  acquired  property,    founded  families  and  wore  niven   tlie 
same  ri^-^hts   the  v/hite  members   of   tue  community  had.      Ov/ing  to    tlie 
sentiment   in  favor  of   personal  liberty  and   natural  rights,    and   to 
the  fact   tliat  the  Megro  took  an  active  part  in  the  Revolutionary 
V/ar,    laws  were  made  emancipating  slaves   in   the  L'orth.      ;;eneficial 
and   insurmce   societies   appeared  .among  colored  peo-le    aid  Jiegroes 
•were  received   into  white  chui-clies.      The   belief   that   slavery  would 
gradually  disappear   died   after   the   invention  of    Uie  fly  shuttle, 
the  cardinf<  machine,    Uie   steam  engine,    the  power  loom  and  the  cot- 
ton cin.      unslcilled  labor  was   demanded   and   tiie   Jouth  ceased  ex- 
cusing  slavery   and  defended   it   as   rm   economic    system. 

With  the  grov/th   of  slavery  the  status   of   the  free  -  egro 
gradually  declined.      In  the  South  he  lost  his  standing  in  the 
courts,   he  v/as  not   permitted   to  m.ove  from  one   state  to   another, 
v/as  frequently  required  to   pay  a  hi-^her  poll  tax,   hia  ri{^ht  to 
hold   office  y;as   taken  away,   he  v/as  denied   tlie  ri^^ht   of   public   as- 
semblage,   tiie   number   of  occupations   in   vi.hia)i  he  could   engage  was 
limited,     md  schools  v/ere  either  denied  him  or  restricted,     /vt 
the  beginiiing  of   the  Civil    .V.-xr,    the  if'reemen  of  the  TJorth  etill 

The  Kegro.        Pages   189-190. 


vlli 

had   the  rij^htB  the  white  men  ho.d;    that   is,  they  v/ere  citizens   in 
all    the  northern  states   excepting   Xlliuoia   mid  Ohio. 

'i'he  South  came  to  the  conclusion  thit   the  Kortli  mviet  toler- 
ate  elavex'y,    it  must  be  extended  :-ind  protected,    if  not,    they  v^ould 
establish     ,  slave  republic    in   tlie   'outh.      The   southerners   even 
juGtified   tlieir    ottitude   by  mentioninc   "peraonal   liberty  lav/s." 
After   the   election    of   Abrahnjri  i.incoln  ao  l-resident   of    tlie  United 
States    and   due  to    the    aroused  moral  sentiment   of  mony  nortJierners, 
southern  leaders   bej-^an  to  see   the  end  of   slavery   and   in   ordtjr  to 
maintain  southern   institutions,    seveio    states   eeceeded.      'JTie  mass 
of  the  North  cared   little  for    ibolition  but    in   order   to   i-reserve 
the  linion   the  Civil    .,ar  was  fought.     The  Korth   saw   the  need  of 
paralyzing  southern  industry  and  tlie  recess ity  of  employing  l^egro 
soldiers;    and  free  working  men  all  over  the  world  were   interested 
in   the  stru-^gle  between  the  Berth  and  the  Louth,    so  the  JTefjro  was 
emancipated. 

/vfter  the  v/ar   the   b'reedTien' s  iSureau  was    established.      It's 

purpose  was: 

"1.  To  oversee  the  malcinj,';  and  enforcement  of  wag-e  contr  >cta 
for  freednen. 

"2.  I'o  appear  in  the  courts  hs  the  i'reedrnen's  best  friend. 

"3.   To  furnish  the  freedrnen  v/ith  a  minimum  of  1  ^id  and  of 
capital. 

"4.  To  establish  schools. 

♦Tj.  To  furnish  such  institutions  of  relief  ae  li.ospitals, 
outdoor  relief  stations,  etc." 

Tlie  >iureau  iccomplislied  much;  but  'ue  to  much  opposition  nd  lack 

^Du  Bo is,  W.  E.  E.         The  Negro.     Page  206. 


of  foreslf^it  was  abolished  too  soon  (1870)  . 

TJie  .fourteenth    'mendjncnt  n-ide  citizens   of   the  former   elovee. 
They  were  now  allowed   to   take   part   in  reconstructing   tlie   et^to 
governments.     The  Fifteenth  /vnendment,   adopted  in  1869,    provided 
that  neither   the  federal   r;overnment  nor  any  state  government  could 
,i.hridf:e   the  right   of   citizens   of    Jie  l/nited  St'Ates  to   the  frajn- 
chise    "on    -iccoxmt   of  race,    color,    or   previouo  condition  of   servi- 
tude."    :!)ue  to  tiie   determination  of  soutiiem  white  men  to   intim- 
idate  the   ex-elaves   into  not  ueinrt  their.  rip;ht  to  vote.    Conferees 
had  to  paee    "Force  rdlln"  \*iich  provided  suitable  penalties  for 
the  infraction  of    tVie   amendments   and  f?;ave  federal  courts   tlie   ex- 
clucive   Juriodiction   of   all    r.uch   cases,     i  any  of    ^he    iccunations 
used  by  the   ^outli  against    the  liegro   r^overnments  were  due  to   the 
influence  the  white   "oarpet-haggers"  had  on  the  Negroes.     L3onie  of 
the   "carpet-bagcers"  were  high-minded  and  had    ability;    but  tlie 
majority  v.ere  designinr<  persons  who  came   ;  out>i  to  [jiet  rich  and 
whose   previous  careers  had  been  unsuccessful.      'iTiey  made  tools   of 
ignorant  black  men.      But   in   spite   of  op^-^osition,    the  Jiegro  gave 
to   the   bouth  democratic  government,    free   public   schools   ajid  a  new 
social  legislation. 

By  using  every  means  to   re:.^ain  control   of  the  oouthern  state 
governments,    the   scutl^iern  v/hite  men  ultimately  succeeded.     i;uch 
injustice   was  done   the  freedmen   and   there    .-/as   occassionally  great 
disorder.     Stringent  laws   on  vagrancy,   guardianship,    and  labor 
contracts  v/ere  enacted  and  large  discretion  was  given  judge  and 
jury   in  cases   of   petty  crime.      h'earing  the   advance  made  by  the 


Negroes   as   free  vorkors,    peasant   firmerc,    metayer  and   email  capi- 
talist,   liwEi  viere  made    to   ro;  trict  !.'a{r,vo   suffrage  hy  adoption  of 
the  tax  test,   property  teet,    education  test,    the  grandfather 
cln-se  and  understanding     and  c?K3racter  clause;    tl-ieir  schools 
were  eitlier  entirely  cut  olf  or   f-iven  small   appropriations  and  it 
was   seen    to  that  no  liegro  had   any  voice  eiti^er   in  makinfj  or  ad- 
ministrating locol,    state,    or  national  law. 

Instead  of  hein^^   successfully  driven    biclc  to  their   st  tue   at 
the   time   of   slavery,    the  faitl-.   of   the  i-egroes   in  tlienselves   and 
each   other  and  in  friendly  w^aite   people,    and   their  efforts  toward 
advancement  -nve  gradually  grown  until   at   present  they  hive  ac- 
quired land  v.'hich    in   the  aggregate   is   as   large  as   Ireland;    thei'e 
are  more   tJian  two  and  one-half  million  laborers  -  the  majority  of 
whom  are   efficient  wage  earners;    more   than   one  million   servants 
and  tenant  farmers;    more   than  one  million   skilled  and   raemi- 
ekilled  v;orkers,    '•r'jnd  mox^e   than  six  hundred   thousand  ovners   ^'nd 
manaf:ers   of  farms   and    buoineoees,    cash    tenants,    official  and  pro- 
fessional men.      Megroes  hold  7,500   offices   in   tlie  executive  ser- 
vice  of   the  nation,    besides  furnishin/y  four  regiments   in   the  -army 
and  a  l~^Qe  number  of   sailors.      Vhey  hold  nearly  20,000   other   of- 
fices  in    tiie   state   and  municipal   service   ,    and  furnish  500,000 
votes.      Tliey  have  re  learned   tiie   art   of   orf;  tnization  ,   eo  have  near- 
ly 40,000   churcues,    with  edifices   worth  at   least     75,000,000  and 
controllins  nearl^r  4,000,000  members.     They  themselves  raise 
$7,500,000  a  year  for   these  churelies. 

"There   are  200   private   scliools   and  coilef^es  m^uiaged  and  al- 


xi 

most  entirely  supported  "by  Negroes,  and  these  and  other  public 
and  private  Ivegro  schools  have  received  in  40  years  ((;45,000, 000 
of  Uegro  money  in  taxes  and  donations.  I'ive  millions  a  year  are 
raised  ty  Negro  secret  and  beneficial  societies  which  hold  at 
least  $6,000,000  in  real  estate.  Negroes  support  vholly  or  in 
part  over  100  old  folks'  homes  and  orphanages,  30  hospitals,  and 
500  cemeteries.  Their  organized  commercial  life  is  extending 
rapidly  and   includes  over  22,000  small  retail  businesses  and  40 
banks . 

"Above  and  beyond  this  material  growth  has  gone  the  spiritual 
uplift  of  a  great  human  race.  From  contempt  and  amusement  they 
have  passed  to  the  pity,  perplexity,  and  fear  on  the  part  of 
their  neighbors,  while  within  their  o?/n  souls  they  have  arisen 
from  apathy  and  timid  complaint  to  open  protest  and  more  and  more 
manly  self -assett ion.   Y^here  nine-tenths  of  them  could  not  read 
or  write  in  1860,  to-day  over  two-thirds  can;  they  have  300  pa- 
pers and  periodicals,  and  their  voice  and  expression  are  compell- 
ing attention. 

Already  in  poetry,  literature,  music,  and  painting  the  work 
of  Americans  of  Negro  descent  has  gained  notable  recognition. 
Instead  of  being  led  and  defended  by  others,  as  in  the  past, 
American  Negroes  are  gaining  their  own  leaders,  their  own  voices, 
their  own  ideals.  Self-realization  is  thus  coming  slowly  but 
surely  to  another  of  the  world's  great  races,  and  they  are  to-day 
girding  themselves  to  fight  in  the  van  of  progress,  not  simply 
for  their  own  rights  as  men,  but  for  the  ideals  of  the  greater 


ir. 


J 0X108    Ola©''!   9S»rl 


i  bnoxBO 

■j  J.  i  : :::    , 


ion  x>eri' 


xii 


world  in  vaiich  tliey  live:  tlie  emancipation  of  v/omen,  universal 
peace,  deinocrp.tic  government,  the  t ocicj.ll;:ation  of  v/ealtli,  njid 
hiinian   brotherhood.""^ 


•'•I^u  Bois,    w.  ii.   ji.  Tiie  :.e>iro.  ia,_;eG   ..2;.,    -^2-  ,    .y^O ,     .3] 


Jiistorical  bketcli  of  j  e/;ro   ducation 

Wie  Wducation  of  the  Kegro  car,  be  divided  into  tiiree  periods 
(l)  isiducation  prior  to  1861;  (2)  Educationril  efforta  of  the  Civil 
v>ar  i'eriod;  (3)  J^iducation  through  public  and  private  funds  since 
the  Civil  -ar.  The  '"Xricane  reached  this  country  in  a  otate  of 
Gemi-harharisrr  so  heel  to  he  trained  to  meet  the  needs  of  their 
environment.  The  master  class  v/as  divi.ded  into  tJ-xree  groups;  the 
intelligent  nr^aster,  who  realized  the  value  of  a  slave  v/ho  could 
commur.ic.te  with  his  owner;  the  master  who  believed  that  in  edu- 
catinc  tiie  slave  there  would  be  engendered  in  him  a  desire  for 
liberty;  and   the  master  v7ho  could  not  educate  his  slaves  since  he 
had  no  education  himself.   The  early  advocates  of  ];egro  education 
v/ere  of  Uiree  classes:  the  master  who  desired  tc  increase  tlie 
economic  efficiency  of  his  labor  supply;  oyiTipathetio  persons  v/ho 
\7ished  to  help  tlie  oppressed  and  zealous  ndscionarieu  who  taught 
slaves  tiie  i'm^lish  langu.age  that  tJiey  rnigiit  learn  trie  principles 
of  the  Christian  religion.  The  best  v/orlc  was  done  by  the  first 
class,  for  each  slaveiiolder  dealt  with  the  situation  to  suit  him- 
self, regardless  of  public  opinion.  Later  when  measures  v/ere 
passed  to  prohibit  slaves  from  being  taufjlit,  some  masters  ^^/ho  con- 
sidered no  law  but  tiieir  owii  continued  to  teach  Wicir  slaves. 
Those  of  tne  sympathetic  class  were  not  able  tc  accomplish  much 
because  they  v/ere  usually  reformers  who  not  only  did  not  ovm 
slaves,  but  lived  in  practically  free  settlements  far  from  the 
plantations . 


xiv 

The  rnovement  i'or  j'egro   education  v;as  not  r>ex\eral  until  after 
1760.     Then  t'loae  who  demanded  liberty  for    themselves  c  -used  the 
passage  of  acts   of  m^ij:iumis'..-ion  snd  emancipation,      ''he  chief  needs 
of   tJie  black  men  were   education   and  training  in  the  duties   of 
citizenship,    eo   schools,   misaiona  and  churches  were   eetabliehed 
by  benevolent  people   ^nd  religious  v.orlcero.     The  i;ogroes  exhibited 
a  rapid  mental    development,    ];roved  to   be  useful   and  truotT/orthy 
servants,    became  nuch  better  laborers   and  artisans,    rjjnd  m^iny  mfji- 
.:ged  business   establishments   and  large   plantations.      A  better  rud- 
imentary education   served  many  of   the  ambitiouc  ao   a  stepping 
stone   to  hif^hcr   attaiifcnent .      They  learned  to  appi'eciate   ond  vTite 
poetry  and  tc  contribute   sometiiinG   tc  matiieinaticc,    science   and 
lihiiosophy.      Some  were  even  er.ployed   to  teach  vmite  cltildren .      At 
the  end  of   tiie  eighteenth  century,   fifteen  to  twenty  perbent  of 
the  adults   could  at   lea&t  read.     Tliese  results  led  tc   the  estab- 
lisliment  of   ueparate   schools  for  ilegroes.     Not  because  of  caste 
prejudice   but  bee   use   of   an  effort    bo  nieet    tlie  needs   peculiar   to 
a  people  juat   eraer/^ing  from  bond;.\ge.      Courses   in   tlie   industries 
v/ere   oifered   along  with  advanced  v/oi'k   in   literature,   mathematics 
and  science. 

lifter   the   revolutionary   era,    the  black  man  had  made   such  ad- 
vancement  in  mental   development,    t'^at   certain   southerners  began 
to   favor  the   education   of  j^egroes   only  on  the  condition  tliat   they 
oe  eolonized.      Xhis  movement  v/as   clso   eupported  by  a  ome  who  see- 
ing tiie  educational  progress  of   tlie  race  felt  they  should  be  given 
an  opportunity  to  be  transplanted  to  a  free  country  wiiere  tliey 


XV 

iniglit   develop  witliout   restriction. 

J3uring  the  first   quarter   of    t^e  nineteenth  century   tlie  number 
of  reactionaries  rapidly  increaijed  until   the   education   of   tKie  ne- 
gro v/as  gradually  prohibited   in   all  places   except  certain  urban 
communities  where  progressive  Kegroes  had   become   euiTiciently  en- 
lightened to  provide   tneir   o\7n   school  f  icilitiee.     This  feeling 
v/as   the  result   of   tv/o  forces:    (l)    the  industrial  revolution  which 
led  to   the  demand  for  unskilled   laborers;    this   led  ricu  planters 
to   t.'ie   belief  that   it  was  more   profitable   to  ^7orl:  a  slave  to  deatJi 
and  then  buy  anotJier,    than  to  humanize  him  viith  a  viev/  to   increas- 
ing his   efficiency;    (2)    the   insurrectionc:   due   to  heai^ing  of   the 
exploits   of  Toussaint  L'Cuverture   rind   the  praising  of   the  bloody 
methods   of   the  i'rench  Kevolution.      olaves  \7ere  not   only  prohibited 
to   associate  with  their  fellows   for  mutual  help,    aiid  not   only  v/ere 
the   schools  closed,    but   in  several   Bt-^tes   it  v/ae   a  crime  for  a  Iie- 
gro  to   teach  his   orm  children,      in   some  cases,    Uiey  Iiad  to   lie  on 
and  mistreat  one     another  for  their   ovni  protection  arj;'   to  keep 
alive  -'■   feelinr^  of  hatred  so   that   insurrectioiic  would  not  take 
place. 

This   reacti-nriry  movement  was  not   confined  to   the   Liouth,    for 
the   increpced  mif^ration  of  fuf:itives  ajid   free  ye^oeo    to  tlae 
nortl^ern   states   ar^d   anti-abolition  riots   in   the  North  made   it  dif- 
ficult fox-  friends   of   the  Negroee   to  raise  funds  to   educate  them. 
In  seme  places  free  Kesroes  vi'ece  net  allowed  to   oi:en  Gchools;    in 
ofciiers    teacjiers   of   i'egroes  wexe   driven  from  their   schools   -and  Ne- 
gro sciiooliiouseo  were  burned. 


xvl 

The  Christian  clergy  finally  considered  it  tVieir  duty  to  save 
the  8oul8  of  tJie  black  Tien,  so  advocated  tVie  teachinr;  of  illiter- 
ates tiie  pririciples  of  Christianity  hy  rnerfiory  traininfj.  The 
i>cotch-Iri8h  of  the  Appalachian  Mountaina  and  liberal  'iethodiste 
and  Baptists  of  the  western  slave  states  openly  defied  the  laws. 

J^egroes  who  had  no  oT>portunity  for  education  were  findinf^  a 
way  of  escape  through  the  abolish ioniots  r/ho  colonized  some  f reed- 
men  and  fufijitives  in  th.e  North  ,,'eet  Territory  and  promoted  the  mi- 
gration of  oth  .rs  to  the  Kaot.  These  v/ere  often  fortunate  enou|^ 
to  settle  where  they  could  take  up  land  md  have  access  to  schools 
and  churcheJ2  conducted  by  white  people.   .3    only  the  most  en- 
liLThtened  left  tlie  slave  states,  those  v/ho  remained  vere  deprived 
of  helpful  conte.ct.  The  pioneers  of  those  idio  left  or^'^anized 
cliurcliee  and  maintained  a  nvjnber  of  successful  elementary  schools. 

iXiring  the  second  quarter  of  the  nineteenth  century,  the  ad- 
vanced training  of  the  Kegro  was  almost  prohibited  by  the  refusal 
of  academies  and  coileges  to  ad^iit  persons  of  .ifrican  blood. 
Kence,  ^iegro  co.lleses  v^ere  founded  before  ttie  Civil  v/ar.  Later, 
Negroes  vrers  admitted  for  various  reasons:  to  prepare  for  service 
in  Liberia,  or  because  so..ie  educational  institutions  finally  be- 
lieving in  den?ocratic  education,  opened  tlieir  doors  to  all. 

The  need  fox'  practical  education  v/as  seen  after  many  fugi- 
tives had  settled  in  northern  cities.   t  firot,  classical  and 
vocational  c  ouraeo  in  who.t  were  called  "manual  labor  f?chool8" 
were  offered.   These  failed  to  meet  the  emergency,  so  actual  vo- 
cational training  was  advocated.  The  llegroes  cooperated  v/ith  this 


xvii 

movernent   and  helped   support    these  sclaoole   while    they  v/ere  paying 
taxes   for   the  support   of   ^ublic   schoolo  v/hic?!   tjoey  could  not   at- 
tend,     i'her   it  7;as    that     the  aTDOliticiiots   realized  that    they  had 
erred  in   advocating  the  eetaTjllshment  of  ceparate  schools  for  Ne- 
groes,     .^fter  the  states  be^an   to  control   the   echoolo,    anti-slav- 
erj^  orgariizaticrs   in  many  ststes   dem-mded   the  adtnittance   of   Vrie 
Legro   to   thf;  public    schools.      Certain   st=:-te£3   did,     ifter  much  dis- 
cuaeion,    adnit  colored  children   and  experienced  much   inconvenience 
thereby;    but   in  moct   et'^^tee   tJie    separate  schcole  did  not  cease  un- 
til nfter  t>e  ciril    v=^r. 

-d'ter  the  Civil    ^ar  the  J^egro'e  craving    for  knowledge  cy,u8ed 
the   establislunent   of   the  public    school   system   of   the   iiouth.      Jilaclc 
voters    iTid  legislators   incisted  more  upon  echools   than  anytjiing 
oioe.      It   ia    interectinr^:  to  note      that   the  first   Gtate  auperin- 
tendent   of   public   instruction  in  Florida  wac   a  blaclc  man.      One   of 
the   best  things   the  i'resdmen*s  Bureau  did  was  to   introduce  to  tlie 
Uouth  the  liew  3;'ngl'imd  school   toacj^er.      Tlie  opposition  to  Negro  ed- 
ucation was    at  firs-c   so   bitter  that   the  sciioois  were  burned   and 
the  teacliers   insulted.      But,   nevertheless,    Htlanta,   .&'isk,   Hampton 
and  Jioward   Univercity  v/ore  founded  and  ;;^6,000,000  v/ere  expended 
for  l^egro  education.     .'Vfter  tlie  failure  of    the  i'reedmen'o  Sureau 
and  during  the  reactionary  period,   .Tiegro  schoola  were  eitiier   cut 
off   with  small   appropriations  or  wholly  neglected. 

Today   tJ'ie   question   of  Hegro   education  in  the   South  needo   tlie 
cooperation  of   the  North,    tiiS  South  and  the  .Hegro .     Wie  destiny  of 


xviii 

the  bouth  cannot  be  realized,   it   one-third   of   its   population  is  un- 
developed.    Yet   tlie  white  South  has   tau,7;ht    itoeli"  to  fear  i'egro 
honesty,    knov/led.«;e    and  efficiency.      TJie  per  capita  wealth  of  the 
bouth   ie  much  helow  the  general    average   of    the  country,    and  there 
io  maintained  a   double   Piyrtem  of  schools;    so,    in  a    studj'   of  the 
financial   support    of  legro   education,    two  facto    stand   out  clearly: 
(l)    the  wide  diverpiencies   in  tiie  per  capita  of  the  public   school 
expenditures  for  v/hite   ?nd  black  children  and   (2)    the  extent  to 
viJiich   &ciiool8  for  ivegroes  are   dependent  upon  private  aid.     J'egro 
schools   in   tl.\e  af^.^jregate  form  the  most   impoverished  f^roup  of  edu- 
cational  institutions    in  the  iJnited   States. 

The  private    school  fjives    the  bulk  of   instruction   in  af-jricul- 
ture,    industry,    teacher-traininf;,   medicine   and  relifcion.     i'ully 
one-half  are   supported  by  \7hite   reli,i!;ioue   denominations  of  the 
ijorth;    one-th-ird  by  independent  donors   and  churches  >md  one-sixth 
by  colored  denominations.      The   annual   income  for  current  expenses 
is   a  little  over  s/o,000,000. 

One  of   tJ^e  mo^t  urj^ent  needs   for   the  Gstablisliment  of  more 
public   schools   of  wider  scope  for  Ilegroes   is  that  Kej^roes  as   owners, 
tenants,    or   laborers  cultiv^-.te  farms   in   the  youth  vvith  an  area  of 
100,000,000   acres.     i'"uch  of    thio   i^  cultivated  in   the   poorest 
fashion,   much   is  V/asted  and  much  has  been  worn  out.      If  the  '  ej^ro 
is  (fenied  that  training  which  he  needs    to  make  him   a  better  mojr)  and 
a   better  farmer,    not   only   io   rural  life  of  the  Bouth   oupprensed   and 
the  avera'-e  brou^t  dovm  to   a  lower   level,    but  he  v/ill  continue   to 
v;ear   out  the   r.oil,    '/hich   is    the  South' s   g^e^teot  .asset. 


xix 


Tliere   -^re  747    schools   for  T  egroes  under   rublic   control,     "hey 
are   either  federal,    land  f^rant,    state,    city  hi(:;h  or  county  train- 
ing  schools.      vVhile  financial   support   of    these  schools  by  state 
and  federal  government  gives    them  a  peculiarly  favorable  position 
in  the  educational  -ctivities   of  tlie  state,    ineffective    JcLniinistra- 
tion  and   inadequate   state   aid  have  made   it   irnpoesihle   for  n-ny  of 
them   to   talce  advantage   of   their  position.      .^  l;irge  majority  of   the 
states  lack  both  the  machinery  and  interest  and  a  number  of  them 
make  small   appropriations  to  supplement  tiie  federal  fund&. 

I'he   114   independent   schools,    each   oi'med  and  raojiafjed  by  a  sep- 
arate board   of  truyteG&,    include   the  extreme   of  ^jood  and  bad  man- 
agement.     Borne  are  lionestly  conducted,    a  number  are  merely   exist- 
ing and  a  fe\?  are   frauds   imposing   on    ti;e  pl-iilanthropy  of  nortliern 
donors. 

The   v7ork  of  v/iiite  denominational  f>;roupB    in    tiie  i.iuintenance  of 
institutions   for  the   education   ci'colorod  people   is   very  marked. 
Tlieir   ^.choole  are  o54    in  number.      It   is   intereetinf^  to  note   tlxat 
thoGe  best  managed  -ore  the  ones  directed  by  women.     But  the  lack 
of  funds  hampere  them.     Tlxe  i)riitxavy  purpose  of  all  of  these  insti- 
tutions has  been    ttie  education  of  the  liegro   in  /ircerica  and  hie 
preparation   for   life   in  a  democracy. 

Th«  schools  maintained    by  colored  denominations,    lb'6  in  num- 
ber,   are  evidences   of   the   determination  cf  liegroes  not   only  to  help 
themselves   but   also   to  i:ave  a   voice   in  the   education   of  their  chil- 
dren.     The  defects    in  the   organization  and  administration  of  a 
Isxge  number  of   these   institutions  are  due  mainly  to    both  ignorance 


and  poverty. 

Under  educational  funds    and  ay 8 oci at ion a   are   lifted   (l)    Lhe 
l^xge   and  si^^nificant  funds   of   -indrew  Carnegie;    (2)    Uie  Jilater 
i'tind:    lixi.'Qely  used  to  moJse  poseiLle  normal    .md   industrial  courses 
in  pioivate  inotitutions;    (3)    tlie  ifielp-otokes  >und:    w}iich  aide 
industrial   schools,    founds   acholarehlpG  and  erects   or   endows  sciiool 
buildinfis   or  cJiapels;    (4)    the  Jerniea  ?und:    \7i1ioh   cooper. itee  v/it)i 
county  sybtene   in  the    ^^pointment  of  competent   Bupervisinf;  indus- 
trial   te.tcliere;    and   \5)    t.ho  Cmith-3Iughes    -vpprcpri  ;tion  for  Vocc',- 
t  i  onal   ! kiuc  at  i  on . 

The)  liagro  ecuool.s  of  tlie  '..outJi  l.iCk  competant  teachers,  the 
teaoiicrs'  salariea  .;,re  much  too  graall,  a  uehool  tex'm  of  lesa  than 
five  T.onths  it-  not  long  enough,  there  ia  a  la,ck  of  cchool  huild- 
ings,  the  equipraent  i's  not  :idQquate,  the  attendance  io  too  poor, 
little  progress  has  been  made  in  t^ie  adaptation  of  work  to  vary- 
ing conditions,    and  tlie   supervision  is   inadequate. 

The   responsibility  of  secondary  education  retts  l.iirgely  on 
Wie  prii;ata   secondary  s.-.choolG.      Li>e   white  hirjh   schools   they  only 
h?ive  courses   ouitabie  for   the  few  vjlrio  roay  go  to  coile!:je  and  there- 
fore there  is   little  or  no  recognition  given  to  education  in 
heal  til,  home-malcing,   for  vocations,  civic  knowledge,    v/iee  uoe  of 
leisure  or  ethical  conduct,     -.any  are  hampered  by   elenentary  ae 
well  as  CO  liege  classes.       /ith  fev,'  ejccsptions  they  lack  Laborator- 
ies  aaid  libraries. 

Coir.e  of   tlie   induii\.ji:x^   ou  lOu^o    v  - --'^-.'i-t;.  ...airipton,   Calhoun, 
and  i:4an;issas)    are  ranlccd  a.T.ong   t^ie  most  prOi;;i'essive   institutions 


r;vi 


of   the  country.      Tliey  are   ruccessfully  working   out  o.  combination 
of  liToei'y.l     iiid  vocational  education,      [ilie   large  ma.jority,    however, 
are  poorly  equipped  and  only  fairly  effective. 

The  population   of   the  South,  is  77 .5;.^   rural;   about   one- third 
of  tliis   population  are  colored.      The  relationship  of   the  two 
fjrcupfi    {vfai.te  and  black)    on  t'lc  farn   in   oo  vital   that  neitlier  can 
afforci   to    be   indifferent   to    the  vyelfare  of   tiLe  other,     'j-'na  states 
maice  practically  no  provision   for  agricultural   education.     The 
pubxic   provision   ic    ylrjoot   entirely  in    Uie  8i:cteen  agricultural 
and  r.ieciianicai  schoola  maintained  by  federal  fimdo.     t'oot   of 
tiie^je   inBtiouoionts  have  liirge  fax'ine   ;>jid  considerable   ecinipment, 
but   only  a.  srn.'L;.^!  nurnbvjr   are  m-^kin{5  adequate  uoe  of   thcrr; .     ilampton 
and  i'uskegee  are  the  only  institutions  v/ith  fciciiitiec  comparable 
to  agricultural   inatitution^i  maintained  for  wiiits  people     The 
rural  progress   of    ohe  ^'-leGro   ie  fairly  i.veii  iae^.oured  by  the  rapid- 
ity i.ith  v;hieh  agricultural  workers  have   been  pasoin?;  from   the 
rallies   of  farai  ioboreru   to   tViat   of  tenants  and  later,    o\7i::ers. 

fcitate  noi-raai  schools  are  maintained  only  in  Virginia,   IJorth 
Carolina,    Mabaraa  and  Maryland.     The  state  agricultural  and  me- 
chanical schools   v/aich  are   1  a^^tjiy  oux^ported   by    j^.e  f edoral  gov- 
emnient   orfer   some    loci.cii^;r-trrj.inin{;  coui'oea,   but   Vney    xce  in  most 
cases    inadequate.      Thjra    cJ  o  cooperation   of    Die  L/latoi"  i*und  and 
one  weneral  Education  Jioyjrd  -iziVn  tlie  t^tate  JJopartnent  of  Educa- 
tion,   twenty  seven  counties  loaintained  county  trainim';  schools   in 
1917,    and   several   otbfr  counties  were  either  buildinji  or  planning 
suc>x   schools.     'Chey  -re  desi;P'ned   to   ouiiplement  tlie   ele^nentary 


■".ii 

oc]:ooi  facilities   of   t}^e  c  ovjity  find  ir.ake   it  x'occd'ble  for  more  arl- 
vanced   rupils   to  1:)q  prep.ired   to  teach    in    rur^,J-    ncl-ioolp.     Mai-y   of 
the   l?T[T.cv  7-^riv'ite   ocliools   offejc   siuringr  c  aarees  for  teaclere. 

i-vealiaing   tVie  need  tor  every  type   of   education   in  order  that 
public    intereet    be  fully  met,    the  "egro   eagerly  eeeks   a  coilece 
education   in   order   t^at      tnere   might  "be  well-trained  playeicians, 
ministers   and   teachers.     Yet,    none  of   ti^.e  institutions  are   3o 
poorly  equipped  nor  so   inef  i  iciently   organised    -;nd  adsninict^red 
as    Uie  n^a.jority   oi    trxoee  o Iriimin;:^  to  give  collOc";e   education. 
Fisk   university   (j^aei'^vilie,    ...enn.)    is   ;;enainely  'j  college  c-;c- 
cordinc  to  most   of   tne  standards,    but    tue   endowiaent   ia  not   suf- 
ficient,    lioward  University    ('.Vaenington,    D.  C.)    is  an   institu- 
tion  of  university  rroportions  but   tli'S  endovvinont   is  negligible. 
Cnly  ten  ox    these   institutions  have  total   incoines   of   over  ^^20,0C0 
e>X!luding   boicrd   and   tuition  -   t'iis   'W.3t  cover    in  «,-]dition    to  Uie 
budget,    the   expenses   of    ^drninistrotion  and  maintenance   of   salary 
and  sometimes  even  elementary  schools. 

I'he  medical  facilities  of  -io'/jard  University  and  ivieharry  i.ed- 
ical  ivollege  (Memphis,  Tenn.)  v.re  not  developed  to  their  greatest 
poccibility  -  they  are  the  only  institutions  for  colored  people 
v/hicij.  olfor  complete  courses  in  T.edicine,  dentistry  and  p^iarrnacy* 
The  only  institution  offering:  a  full  law  course  ia  Hov/ard  Univer- 
sity. 

In   the  J'ort!'!.  the  black  rr.-in    (if  he  has    the  Tieanei)    haB    alnoe-t 
the  ea^ne  "opportunity  for  ".iir^^her  education  as   th.Q  Mhite  man;    but 


wben    it   oonas   to  nalcin,'--:  use   of    it,    l.e   is   'iT)t   to  find  liiracslf  up 
ag;?.int:t   a   otone  will.     'le  ^^u«t   eithei'  f^o  fiouth   or  r:iip,r.-2te  to 
ar.other  country.      It    is   only  in  tl'e   1-^rger  nort})orrj  commurities 
of  -Tegroes  that  there  has  "been  great  udvancement  alonj;  various 
lines.     Thie  s^iowe   that  the  Korth   is  atill  the  friend   of   the 
black  race,    but  not   of   the  black   individual. 

"The  f  ollowinf.^  tab'i.e  {^ives   an  entimate   of   the  nunber   of 
Americari  Kegroea  who  h- ve  been  graduated  from  coilejre: 


1820-1829 3 

1650-1849 7 

1850-1859 Xic 

1860-1809 44 

16V0-1S79 ;:i3 

1880-1889.  .  , 758 

1890-1899 .1,126 

1900-1909.. .... , 1,613 

1910-1919 2,06i 


•'During  tne  years   in  v.^iioh  The  Criaie  has  kept  special  rec- 
ord there  have  been   the  follov.dng  graduates: 

1914     250 

1915  .... 281 

1016 .528 

1917 41j5 

1918 ...;584 

lt^l9 .373 

1920 364 

"A  neorly  complete  list   of  ^-^raduites    sfaown  for   1921,    85  col- 
ored 3achelors   of   -Arts   ard  .'jciences   in  northern  wliite   inatitu- 
tionc,    11  hiasters   of  /\rts  and  3   Doctors   in  Fhilosopiiy.     Prom  Ne- 
gro institutiono    there  vieve  n;radu.?ted  37(5     bachelors,   making  in 
all  461  "b.-ichelors  and  14  recipients  of  higher  de.^reeo. 


iv 


.••i.r:ioni't    the  vruite  noi'ti-ern   instioUtione  are   liotod  iiarvard 
Uriivereiby;   IladcJ.iffe  Collctjo;   Columbiu  l!nive:u'aj.ty;    .iiaitii  Col- 
lei^e;    oniv-crsity   of  Iennsylv.:;.nia;    /irj-iorst  CoIIq^;©;  Dartraoatii 
Coliojic;    znA   U'.g  iMassaC'ucotts   Institute   of  Vecknolocy • 


Tlie  Oricis   (iviasasine)  Vol.   22   ~  ■  o .    ".      :   v:q  105. 


CHAPTIR      1 
THE  m'JSRO   IN   THE  SAW  MIAKCISCO  BAY  REGION 

Historical  bketch 

There  were  i.egroes    in  California  during  her   earlieot  his- 
tory -  while   she  wac  under   Spanish  and  later,   I.exican  rule.      /\f- 
ter   she  came  under   the     anerican  Coverninent,    nany  white  ]jeople 
brought  their   slaves  here,    thinking  that  California  v/ouI.d  even- 
tually be  admitted  into   the  Union  as  a  slive   state,      tjorne   of 
these  slaves  either  bought  or  were  given  their  freedom.     Preemen 
Came  from  the  eastern  states  eitJier  by  the  overland  route,   by 
crossing  the   Isthmus   of   Panama,    or   coming  around  Cape  lorn. 

/ifter    the   slave-holders   learned   that   their  Jiopes    would  not 
be  realized,    many  took  their  slaves  back  to  the   Soutli.      It   is 
needless  to   say  that  a  few  of    these   slaves   escaped  while   still 
in  California  or  while   en  route   to   the  South.      Gome  slave-hold- 
ers  sent  part   of  their   slaves  back  to   the  boutli  and   tJiose  whom 
they  kept  became  free  after  the  admission  of  California  into   the 
Union  as  a  free   state   in  September,    1850. 

During  the  last   quarter   of  tJie   preceding   and  during  this 
century,    tl-iere  has  been  a  steady  immigration  of  j'egroes  from   the 
southern   and   eastern  st   tes.     The  «iducation   of   these  people  va- 
ries from  an   entire  lack   of   it   through  four  years   in  a  universi- 
ty.    Tlie  more   ^jnbitious   of   the  im;:igrants  ,  most    of  vdiora  were 


-2- 


better   educated  than   the  IJegroea   they  found  liere,    either   did  not 
ctay  long   because   t^ey  felt   that   there  v/as    little,    if   -^jriy,    op- 
portunity  to  moke  use    of  tlieir   training   or,    where  tlu.t  v/as  pos- 
sible,   began  and  continue  to  pretend  to  be   of  another  race. 
During  the  last  few  years   (since  1914)    the  migration  has   in- 
creased very  rapidly;    due  to  causes  both  economic   and  social. 
The  southern  he^ro   is  urged  on  by   tlie  desire  for  liigher  wages, 
greater   safety  of   life    -md     property,    aa^ured   political  rigiits 
and  better    schoolfi   for  liis  ciiildren. 


Present  Condition. 

Though  the    attitude   of  majny  i-diite  people   ic   cti.il  antago- 
nistic,   Uie  class   tlint  wishes   to  lielp  tlrie  Negro  become  an  effi- 
cient meinber   in  the   life   of   the  community   is   slowly  f^rowing  in 
nuinbers .      The  v/hite   preee   is  perhaps  no  more     fair   in   its    atti- 
tude  toward  the  black  man  than   it   is   in   other  portions   of   the 
United  States,    outside   the  South,    but   there   seems   to  be  a  grad- 
ual awakening  to  the  fact  that    fciie  faults    of  black  men   ;j,re  no 
more  peculiar   to   them   than  to  white  men  and    Uiere  should  also  be 
some  mention  m.;de,    editorially  or   othei*v/iee,    of    tlie  good  deeds 
of  tiie  former.     Ivluch  of  the  change  of    attitude  is  due  to   efforts 
of  a  fev/  members,    both  white   and  colored,    of  certain  organiza- 
tions,   v.^0  comprehend  fully  that  mucli  of  the  Icnowledge  vjhite 
people  have   of   the  Kegro    is  gained   through   the   i^ress   and   if  ar- 
ticles  wiiich   only  incite  color-prejudice  are   allowed  to  be 
printed,    tliere   is   tied  to   the  black  man,  who  is    trying  to  get   the 
beet   that   is   to  be   obtained   in  this  world,    a  millstone  that 
would  sink  many  of   the  more  favored  race. 

Tliough  colored  people   are   not  compelled  by  law  to  live   in 
one   segregated   district,    most   of   them  live   in  groups  which  are 
scattered   -2bout    the  cities,      llie  majority  of   tiue  home-owners 
live   in  Oakland,    and  there   tVie  groups    are  larger,      i^iony  of   tJiose 
who   live  far  from  where   a  group   is   located  either  have  to  pay  a 
high  rent   or   live   in  a  Itouse   in  which   the   ovmer  does  not  care  to 


-4- 

put  modern  improvements. 

The  claeees   of  I^iegroea   are  alraoat   the   same  as   the  claBBes   of 
white  people.      They  range  from  quite  well-to-do  to  very  poor, 
niere   is  no  very  wealthy  class,    nor  could   tiie  writer  find  trucee 
of  poverty-striken  families.      Perhaps   tlie   latter  fact   is  due  to 
philanthropic  white  people  who  furnish  poor  colored  families  v/ith 
clothing,   much   of   tlie  food  they  eat  and   some  kind  of  work  to  do. 
contrary  to  the   idea  of    tliose  wiio  come   in  cox^tact  v/iUi  few  ITe- 
groes   that   tlie  common  type   is   a   "ehiftleso  hujnuri  heing",    this 
type  was   encountei-ed  rarely. 

Like  other   normal  human   bein(^G,    the  Negro   is  hapjiy  only  \7hen 
he  comes   in  contact  v/ith   other  persons,    preferably  tliose   of  his 
own  race.     There   are  many   "societies"  and  clubs  and   the  various 
organ i^.at ions  have  many  members.      'iTie  first  colored  literary  so- 
ciety in  California,    the    \thenaem,    was  organized   in  1853  T'^At  ^  a 
membership   of   eighty   five  and   a  library  of   over  1300  volumes. 
Ever   since  that  early  date  there  h  ve  been  literary  .and  dramatic 
societies,    c^ioral  clubs,    ^and  the   like.     Tlie  various   societies 
of  today  are  not  as   popular   as   they   should  be   though  m;any  are   in- 
terested.     TJie  dramatic   societies   should  have  a  larger  membership 
for   the  1  egro   loves    to    i-ct.      This   would  be   a  good  v/ay  for  him  to 
learn   tl.ie  best  comedy,    tragedy,    operas,    etc.,    botli   of   earlier 
periods   and  of   tlie   present   time.      More  good  books  v/ould  be  read 
and  this  would    awaken   the  appetite   for  learning  vAiich   is    lying 
dormant   in   some  colored  people. 


-5- 

The  Negro  is  naturally  very  celisioua.   In  'jfrica  the  priest 
had  great  power  and  it  is  not  etrange  that  it  was  to  him  slaves 
turned  to  be  comforted,  and  tliat  it  was  he  who  should  express 
their  griefs,  sorrows  md  hopes,  'rhe  Hegro  church  arose  early 
and  spread  rapidly;  it  was  tlirou.'^h  outside  efforts  that  it  grad- 
ually heo  iine  Christianized.   Ita  extraordinary  groivtii  and  vital- 
ity is  ""oa&ed  upon  tlae  fact  that  it  is  the  ao.le  surviving  insti- 
tution of  the  African  fathsrland.^  There  ivere  Negro  churches  in 
San  FranciGCo  before  the  Civil  War.   Araong  those  churches  in  the 
San  i'rancisco  JlJay  region,  at  present,  are  Episcopal,  Metlaodist 
Episcopal,  l.lethodist  Episcopal  Z^ion  and  Baptist  churches.   They 
have  a  l-irge  n^onihsr  of   oonmunictuits  -md  Sunday  school  Tsupils. 
Connected  v;ith  the  churches  are  literary  societies,  clubs,  and 
the  like.  Many  colored  people  depend  upon  then  entirely  for 
their  social  life. 


"Du  Bois,  .V.  E.  B.     The  Ilegro.      Page  189, 


Educational  ;;:tatus  of  l.!en  and  Women 
in  Various  Occupations 

"Income  is  the  primary  measure  of  prosperity,  because  it  is 
income  that  makes  everything'  else  possible.   Adequate  income  is 
tlie  antecedent  of  savinf^,  the  presupi^osition  of  a  normal  moral 
lii'e  in  tlie  community,  tUe  prerequisite  of  comfoi*t,  and  the  in- 
dispensable basis  for  progress  in  the  arts  and  sciences."-^  A 
man's  income  then  must  be  more  than  is  necessary  to  supply  him- 
self and  his  family  witJi  tlie  bare  necessities  of  life,  else  it 
would  be  impossible  for  them  to  take  their  p;irt  in  social  prog- 
ress. But  why  eliould  a  man  stay  in  an  occupation  whicli  pays  him 
a  small  v/a^eV   The  answer  most  people  would  f^ive  is  that  tiiere 
is  either  lack  of  training  or  initiative.   'iTie  information  ob- 
tained from  the  questionnaires  (a  copy  of  v/hicli  follows)  dis- 
proves thiG  to  the  extent  that  36.5^5  of  tlie  men  v/ho  replied  to 
the  questionnaires  h  )ve  education  varying;  from  one  year  in  high 
school  through  four  years  in  a  university;  and  a  few  of  tliose 
v/ho  only  have  a  gramm or  school  education,  have  special  training 
in  some  occupation;  it  is  needless  to  say  that  some  of  these  men 
had  the  initiative  hut  not  ti-ie  opportunity  to  take  advantage  of 
t>ieir  training. 


De  Garmo,  Chas .    Irinciples  of  Secondary  iCducation.  la^^e  3. 


Form     1 

1.  i3ex: 

2.  J\i^,ei 

'6*      If   l3orn  or  raised   in  California,    cheeky 
4.     Education: 

a.      If  you  liave  had  no  education,   cheeky 


b.      If  you  are   aeif-taufjht,    state   in  v/riat 

c  .      If  you  v/ere   educated   in  California,    check 

d.  i;iementary   school:    (.llow  many  grades    did  you  completeV) 
l)    night  ecliool 

21  day  school 

3)  special  training   (Cf  v/uat  nature?) 

e.  have  you  received  training  in  .on  automobile  ehop,  etc.? 
If  so,  what  was  the  nature  of  t>ie  training? 

f.  ]Uf;h  school:   otate  how  long  you  attended  either  one,  or 
more  than  one  school  and  wiiat  grades  you  completed. 

1)  ni^ht   school: 

a)  special  training.      Of  what  nature? 

b)  commercial 
o)    academic 

2)  day  school: 

a)  special  training.  Of  what  nature? 

b)  commercial 

c )  ac  ademic 

g.  L^tate  how  lonf^  you  ttended  any  of  the  following  and  Viiiat 
years  you  completed.   If  you  are  a  graduite,  give  name  of  in- 
stitution and  state  where  it  is  located. 

1)  normal 

2)  college 

3)  university 

h.   State  whether  you  are  attending  ni;^ht  school,  taking  di- 
versity extension  courses,  etc.   (what  are  you  studyin^^/) 

5.  Occupation: 

6.  If  not  making  use  of  training  you  have  along  a  certain  line, 
why  not? 

7.  Income: 

8.  Do  you  own  any  property? 

9.  Do  you  belong  to  ^ny  organization  or  association?  Give  its 
name . 

10 .  Number   in  family^, 

11.  liumber   of   children   in   school.      State  whetlier   tliey  are   in 
grammar   or  high   school. 

12.  lumber   of   children  not   in   cchool    (under  16  yr.s).      ./!iy  not? 


-8- 

Occupations   and   .ducation  of   tlie  ivien 

Distribution  of  Occupation 

Table  1   shows  the  distribution  of  the  occupations  for  393 
men  who  replied  to  the  queetionnairee .   This  may  be  taken  as  a 
fair  cample  of  the  occupy.tions  of  the  men.  The  relative  propor- 
tion in  the  various  occupations  would  not  be  chonged  much  in  a 
classification  of  all  the  i:ef^ro  men  of  tliie  region. 

Table  1 

Occupotions    of   the  i<ien 
Classification  liuraber  J'ercent. 

Laborer 142 36.25 

Janitor   and  Porter      .      .      CI 15.62 

Barber 25 6 .40 

Clief    (lullnian  Service, 3)      28 7.18 

Chauffeur 24 6.14 

Business 14 3.64 

Clerk 13 3.33 

lullm-tUi  porter.      ...      13 3. S3 

Dining  car  waiter.      .      .      11 2.G2 

Truck  driver      ....      11 2.82 

Elevator   operator.      .      .        8 2.05 

Auto-mect -oriic    ....        5 1.30 

Tobacconist 5 1.30 

Letter  carrier.      ...        3 78 

fcitock  clerk 3 78 

Musician 2 52 

Gales-Tian 2 52 

Carpenter ■:■,. 52 

Boot-black 2 52 

luessenger 2 52 

iantrym.an    (lullraan  ber.)        2 52 

l-iecellaneous    .      .      .      .     15_. 3.90 

Total 593 

Clacsified  under  business  men  are  4  tailors,  2  real  estate  deal- 
ers, 1  mercl  -ant,  1  cement  contractor,  1  hotel  proprietor,  1  Viat- 


-9- 


ter,    1   shoenalcer,    1   furr;iture   de-iler,    1   reetaurant   Iceeper,    and 
1  masseuse.     Clo-O^ified  under  inigcellaneous   are  2  packers,    1  coi* 
lector,    1  calciminer   ajid  Vi/hitev/aslier,    1   electriciaji'e  helper, 
1  tr-Affic  msor),    1   auto-painter,    1  paper  ?ianger,    1  painter,    1 
Ttm^e  worker,    1  upholsterer,    1  marine   fireman,    1  l.iundry  worker, 
1   ei'rand  boy,    1  v/indow  cleaner  and  1  newspaper  seller. 


-10- 

Kducation 

Table  11   ehows  the  education  of  tlie  men  in  the  vo.riou8 
occupations  c  and  the  educational  avera,?e  of  each  group: 

Table  11 

>Jducation   of   the  l'i@n   in   the  Various   OccupatioTis 


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The  Table  becomeo  clevj?  wl^en  read  as   foliov/s:    ii.9>j   of  the 
vriaole  number  have  no   education;    17.2^S  have   finished  from  the 
first  t/irough  the  fourth  grade;    38.4>j  have  finished  from  the 


-il- 

first  to  tlie  sixth  grade;    G3.5/.'  h.-.-vo  edufjation  Virying  from  one 
year  to   eight  ye-^ire   in   ecliool;    14;v  have  }iad  either   one  or   two 
yeara   training   in     a  hi(^  school;    4.3/C  have  had   either  tVree   or 
four  years   training;   in   a  hi;>iyi   GChooi;    7 .4^  J  have  had  training   in 
some  college  or  university;    and  i.G,.  have  either  completed  three 
or  four  years  of  university  v/ork. 

Of   tlie  following  f^roups   over   50>^  have  education  varyin";  from 
none  through  eight  years   of  r^raniTnor   school:    Ql/i   of    che  porters 
and  jani tores;    34/:>  of   tlie  cooks;    77. 7; ^   of   the   laboring  ;-^roup:    75/2 
of    Uie  barbere;   52.6/*S   of    tlie   uusiness  men;    54.1x5  of  the  chauf- 
feurs   (not   one  of  tViis   rji'oup  had  completed  leso   tlian  four  grades 
of  grammar   school)  .      It  vvas  not  posaible  to   ascertain  at  what  -'ige 
those  questioned   started   to   scliool   and  at  what   .age   tJiey  stopped 
because   tliey  had   either   forgotten   or  v/ere  unv/illing  to  tell;    so 
we  cannot  determine  whether  tiie  untrained  v/ere  mentally  fit  to 
receive  training  for   some  occupation    .     Gome  of  those  interviewed 
thou^i  they  Jiad  hardly   arjy  education  proved   to   be   intelligent   -md 
interesting  persons.      On   the  other  h;:ind,    some   of    tiiose  v^Jio  bo  ist- 
ed  of  having   "quite  a  bit"  were  persons   of  olow  mind     nd  very  un«» 
interesting.     Many  of  those  of  little  or  no  education  expressed 
the  wish   that   they  had   eit>ier  gone   to   school  or  that  they  had 
learned  to  read  and  v;rite   xihen  the   opportunity  had  been  offered 
tliera  by  people   of  oome   education.      Tlxoae  v/lio  were  raised   in  com- 
munities where  there  were  no   sciiools   did  not   realize  while   living 
Uiere  what   use   they  could  ever  make  of  reading  and  writing.      In 
the  city  of  Oakl^md   ("kVest  }2nd"),   however,    there  are  young  men 


and  women  x^ho  v/ere  born  there,    1)ut  v-lio  c-jri  liardly  read  or  \7rite. 

Diagram     1      is   a  frequency  lolygon   to  represent  tiie  dis- 
tribution of   the  education   of   the  293  men: 

Dioigrcini     1 
Distribution   of   the    /.ducation  of   the   393  i;en 


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G/^^PEJ  //T   SCHOOL 


'-t        13       /V 


-13- 

Diafi*rc*iTi  11  ie  a  ;';raiil:iical  represG/itHtion  of  tlie  dr:i,ta  con« 
tained  in  Table  11  (pa;^e  10)  and  Table  IV  (pap;G20)  -  eh  owing 
the  eduoaticn   of  279   vjomen   in  various   occupations. 

Diagram     11 

l-IcluCotion  of  t'le  Mon   .^nd  v,omc;n   in  V;.a'ious   Cccupcti':)nG 


Occ  cfa  rion      ■ _.^ 

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1 

Table      11     shov;ed   that  tbose   in  governmental   service  have  educa- 
tion  V  ryinfi  fronfi   the  eighth  grade  of  grammar   school  through  three 
years    in  a  university;    Diagram     11     chows   that   tlie  educational 
average   of   the  group   is   11.6  grades   in   school,    or   that   the  aver- 
age number  have  nearly  completed  a  four  year  high  school  course. 
All   the  bars  can   be   interpreted   in  the   same  way. 

V/e  have  eoen   in  Table     1      that   tbe  greater  number   of   ttie  men 


-14- 

are  now  "bein.";   employod  --^.g   1-iborer?.     The  education   of   thie  proup 
varies   from   nn   entire  l.ck   of   it  to   the' junior  year    in  a  univer- 
sity,   ir.skinfi  the   educational    i-.verage   of   the  {-roup  6.4  griMles   in 
gr-3,mm3r   bcIiooI    (as   seen   in   the  Diagram  above.)      If   the  education- 
al  status   of  v/hite  men  of   this   rercion  who  are  nov;  v/orkinf;  us  la- 
borers were  taken   (excludin^^   those  v/ho  v/ere  not  born   or  raised 
in  the  United  States)  ,    perhaps    it  v;ould    be   eomewhat   olmiljir  to 
tliat   of   the  black  man.      It  v/ould   be   safe   to   say,   however,    th^t.t 
there  are  more   in  proportion;   to    tJae  whole  number  who  have   either 
attended  high   school  a  number  of  years,    or  have  graduated,    and 
more  wiio  have   attended   tlie  university  a  certain  number  of  years, 
or  3iave  f^raduited.      In  tJie   c  xse   of  tuese  men  the  jobs   are  at- 
tr  .ctive  because   of  the  hij^h  \7age.      If   one  kno';7e  bo?;,   he  can 
save  therefrom  the  money  necessary  for  some  business  enterprise. 
imonn;   the  comir.on   laborers   are  colored  men   trained  as   bricklay- 
ers,   machinists,    locomotive  machinitts,    coopers,    plumbers  and 
printers  who  cannot  v/ork  at   tVieir   trade. 

The  younger  "nen  working    as    •  ullman   porters,    dinin(3  car  v/ai- 
ters,    etc.,   Vxove,    in  m.ost  c,>sea,    very  good  education;    hut   owing 
to   lack  of  financial   opportunity  furnished  by  their   oxm  people 
or   the  desire  to  see  sometJiing   of  tJie  United  states,    and  being 
able   to  corae   in  contact  with   vSiite  people   of   rjae  better  classes, 
they  prefer  these     jobs   to   the  others   even   tho  tiiey  h-.ve   to  rely 
on  a  eymp  tthetic   public   to  bring  their  income  up  to   a  decent   liv- 
ing wage.      The  education  of    tiiia   group  varies  from  an   entire 
lack   of   it   to   three  yeary   in  collejje,   raakins   the  educational  av- 


-15- 

erace  8.7  years;    Uiat   ia,    the  p;reater  nuiribcr   :'.re  (?raduatet3   of 
grammar  echool   and  many  ?iave  received  hip-her  education. 

A  few  of   those  v/ho  have  a  "busiriesQ    of   their   ov/ri   (for   in- 
stance,   a   ohoe-m^okcr      and  slioe-ehop  owner)    did  not   [;o   tJirou;?;h 
grainiTLfir   school,    yet   they  were  air.oitiouo   enougti  to   atart   in  Tousi- 
nes5t:    and  thouf;h   t>icre  were  many  difficult iec  that  h.-.<i  to  be  over- 
come,   they  have   succeeded   in  makin,<;  a  comfortable  living,      /vmong 
tliose   in   other    occupations     are  inyi^hinists,    steam-ongineere, 
thooe  who  specialized   in  coi-imercial  v.-urk   in  co.lle?^;e,    normal 
graduates    ^nd  four   ex-ministers. 

The   occupations    of   the  Califomian   and  the   immigrant  were 
80  very  similar   that   a  separate  table  wao  not  made  for  each.     The 
imniigr;int  Kegro  is   on   the  v;hole  just  a  little  better  educated 
thar)   the  Calif ornian.     ^ioat   of  the   skilled  laborers   are  not  Cal- 
if crnians  . 

Table     1      shows   Uiat   there   is  not   a  ^r^reat  variety  in  the   oc- 
cupations  of    the  rnen.     This    is  not   due  to   tiieir   earning  capp.oity, 
their   education  nor   their   own   desire  but   to   circumstainces   exist- 
ent.     These  jobs   are  open   to  them  bacauae   of  their   low  v/age. 

Due  to   tiie  cessation   of   foreij;;n   immigration   and   the  gi'owth 
of  v/ar   industries    there  was  a   labor   diortage   in   tlie  llorth  during 
the  recent     war  which  was  met  mainly  by  Wis  migration  of  the  Ke- 
gro  from  the  South.      It   is   true  that   only  a   small  number   of 
these  men  came   to    tlie  laciCic   Coast,    but   even  here   opportunities 
were  created  tor  many  black  men.     Tl-iey  had   a  chance  to  demon- 


-16- 

strate   their    ability   in  various   lines   to   v-hich   they  had  hitherto 
"been  barred;    hut    after  the  war,    just   n.a   after  a  strike,    certain 
Johs,    ouch     -o  rivcrterr,,   caulUcerG,    skilled  helpers,    etc.,   were 
taken    .avay  from   tJiem  ajid  there  v/ere  left   them  the   joha  V/iiich  re- 
quired no  skill   and   did  not  pay  ao  v/ell.     iiJven  during   the  v/oi', 
however,,  certain   shipyard   employment  managers  would   only  employ 
them   for  the  general  heavy  and  menial  v/ork.      In   sorie  placea   they 
were  oorapletely  barred,    aa   Tor   iuatance,    vihen  Camp  Vreinont  was 
in   tlie   i  irst   stages   of  construction,    Uie   United  Ctutes  linplo^Tnent 
iiureau  would  not  hire  Hegroes.      In  inaccessible  places,   vAiere 
there  were  lack  of   arausements  and  conveniences,   most   of  the  posi- 
tions  they  could  fill  were   opened  to   them. 

The  trade  unions  have  bai-red  the  Ile,;ro  for  many  ye-.a-D,    so 
working  as   "scabs"  ha©  been  a  common     occupation.      In  1919,    at 
the   annual  convention   of   the   .'\merioan  federation  of  i.abor,    it  v/ae 
formally   decided  to  open  the  doors  of  organized  labor  uncondi- 
tionally to  je/^roes;    but,    as  yet,    tl:9  result   of   this   decision  has 
not  bettered  their  condition. 


-17  ■ 


Conclusion 


We  have   sesn   that   tl-iere   ore  ir.yu'iy  who    are  unable   to  make  an 
adequate  living  "by  honeat      labor   and   tlie   thought   occurs   to  the 
T.inds   of  most   of  us      tliat    theae  ^aaii  must  have  a  great  compreUen- 
Giovi   of  their  !?oci  il  otli^^-ition  as  citiaene  to  refrain  from  turn- 
ing to   ■iishonorahle  '.neans   of  m\kin^7,   n.  livinj^.      That  they   do  not 
better   their   economic   condition  "by  going   to  axiothor  country   ie 
due   to   that  ."^reat   love  for   the  United   bt  ites   v/ijich    io    typical   of 
the  fclaclc  man.      r.ckno pledging  the   fact   that   the  c  orrel-'.tion    oe- 
tween   economic   demand  and  vocational   education  muot  not  he  disre- 
garded,   if  Y/e   apply  this   to   the  results  given  in   tiie   ta'oles,    v/e 
would  say  that   the  IIe.i^ro  need   only  he  given  a  rudimentary  educa- 
tion  since  his   services   in  various   occupations  requiring  special 
training  are  not  called   for.     But  democracy  in  education  does  not 
mean  tliat  only  the  dangers   of   illiteracy  must  "be  guarded  againf3t; 
it  meanc   that   every  citizen  muf:t  he   trained  for  tliat   v/ork  in 
y;hich  he  v;ill  give  liis  "beot   to   the  v/orld.      It   is  nececsary»    then, 
that   the  economic   etatvia    of   the  iJegro  he  raised.      :)ue  to   the  con- 
ditione  resultinjj  from  hie  f oiTner  state  of   servitude,    it  will  he 
long  before   t^e  race  aa   a  whole  V7ill  be   able  to   profit  by  this   to 
the  ;:^rea-tef5t  extent,   but  much  can  he  done   in  the  present  to   in- 
sure a   better  future  for   the  children   of  today. 

There   are   occupations,   however,    in  which  tjiere   is  a  demand 
for  his  services,   wiich  do  require  training  (working  as  chauf- 
feurs  and  cooks,    etc.);    so    these    mould  he  considered   when  voca- 


tional   e-iuco  Lion   io  given   tlie  children,      Thei-e   ..'.re  eo  few  busi- 
ness men  liecouse   tV:e  IjI.iic}:  nan  has  had   lii.tle  opportunity  to   ob- 
serve how    tl'ie  vvhlte  man  conducto  his   plice  of  husinecss   and 
triiinin^  along   that  line  has  not  bee'i   ofrerc?d  him   in  the   ochool. 
TliG  colored  population  is  large  enouj^h  for  profit  to  "be  made  by 
raemViers   of   the  race   in  the  carryin;;  on  of  more   small  busineeseo. 
Thie  means  that    there  muet   he  greater   cooperation  hotv;een  the 
black  men.      They  must  te  taut^ht,    then,    th?.t,   the  r^roT/th  of  exiy 
race   ir.   the  result   of   self-effort  and   the  cooperation   of   individ- 
ual© . 


-19- 

Occupatione  and  Education  of  tlie  Women 

Distribution  of  Occupation 

Table  111   shows  the  distribution  of  the  occupations  of  the 
279  women  who  replied  to  the   questionnaires.  This  may  he  taken 
as  a  fair  sample  of  the  occupations  of  colored  women.  The  rela- 
tive proportion  in  the  various  occupations  wbuld  not  be  changed 
much  in  a  classification  of  all  the  women  of  the  region. 

Table  111 

Occupations   of   tlie   v/omen 

Classification  Number  Percent. 

Housewives 93 35.48 

House  v/ork 55 19.8 

Maid 27 9.72 

Coolc  and  Cateress    (2)     ...  25 9. 

Domestic 14 5.04 

Beamstrees,  etc 14 5.04 

hair  dresser 14 5.04 

Uurse 13 4.68 

Waitress 8 2.88 

i.illliner 4 1.44 

Chamber  maid  ......  3 1.08 

Stenographer 2 1.08 

Restaurant  keeper   ....  2  ......   .    .72 

terformer 1 36 

Music  teacher L 36 

Bookiceeper 1  ......   .    .36 

Christian  .icience  ^ract.  .  1 36 

Total 279 

Those   listed  as  Jiousev/ives   do  not   remain  at  liome  all  of   the 
time    but   do  eomethin;;;  either  to  help  toward   their  ovm  support  or 
the   support   of    their  children.     Bee -^.u^e   of   trie   similarity  be- 
tween  tiie  occuToations   of    the  v/oraen  born   or  rairsed   in  California 


-20- 

and   tlie   otl.ers,    o   separate  chart   shaviri^i   the   occupation   of  the 
Calif ornians  was   not  mode. 


Education 

Table     IV     oJ.ows    the   education  of   tl.'e  v/omen   in   tlie  virioue 
occupations     nd   Uie   educational  average   of   each  r^roup: 

Table     IV 

Education   of    Uie  V/orr.er.    in  the  Various    Dccao.^itions 


^a,</ 

/>7^J</ 

Cco/i 

S-Z^A^oa 

/fouse 

Tc^^<3/ 

Yo 

.0 

1 

1 

7 

1 

/  0 

^  -^ 

T 

0 

jL 

^ 

J^ 

/J  Z 

jirr 

Z 

G 

V 

V 

/(, 

ZHL 

1 

1 

7 

<5- 

^r 

/9 

IE" 

^ 

1 

/ 

Jil 

II 

7 

1 

9 

Jf 

rZL 

3 

3 

c 

/^ 

<o 

/z 

/¥ 

y/ 

inj. 

1 

JL 

J" 

JL 

7 

^ 

/ 

/ 

30 

^ 

1 

6 

Z 

C 

1 

/f 

A/n 

-m 

Z 

2. 

JL 

^ 

/ 

/j>' 

-e/ 

-X. 

H 

i/ 

J 

3 

3 

/  0 

^7 

-JL 

J. 

/ 

1 

jr 

9 

1 

1 

1 

J. 

^ 

fr 

JLRl 

/ 

/ 

-JJV 

^ 

s 

7 

3-Z 

1 

/ 

_-^or.,.  / 

/  V 

/^ 

-27      '■     /s 

Si 

^7 

J 

92 

Ji7  9 

7-±>' 

7-i 

7-y 

7-  -i" 

s.^ 

(S.  / 

?  JL 

7 ''7 

7  ■ 

-21- 

The  Table  becomee   cleox  Yihen  read  as  follows:    3,6'/j   of   the 
whole  number  have  had  no   education;    13. 2>^'  have  completed  from 
two  to   four  j^rades   of  f^ramm.^r   scliool;    54.4;^  have  completed  from 
five  throuish  eif.ht  grades  of  grammar  school;   making  67.6):;   of  the 
entire  number  v.iio  have  completed  from  two  to  eif^lit   (inclusive) 
grades   of  ^'^rammar   school.     25. 4>:^  have   education  varying  from  one 
year  tliroush  four  years   of  hif^h   school;    3.2/i  have  education 
varying  from  one   through  three  years   of  college. 

Of   the  cooks    ^nd  Y/aitrosoea.    87.;3;J-  have   education  varying 
from  none   through  the   eighth  grade,    ^.O/i  from  tiae  ninth  through 
the  twelfth  grade   ajtid,    according   to  the  questionnaires,    there 
are  two  v/itii  normal   training.      Of   the  nuXBernaide,   84. 6^^:."  h  jve  ed- 
ucation  varying  from  fr.e  f ourtii   through  the   eigth  grade,    v;liile 
one   is   a  high  school  graduate.      Of   tiie  hair-dreo:-:er3.    78.5>i  have 
education  varying  from  the  fifth  through  the   eightli  grade  and 
21.5/0  from  fne  ninth  tiirough  tiie  twelfth  grade;      Cf  the  maids . 
74/i  have  education  varying  from  the  tViird  -tiirough  t:.'.e  eigJith 
grade   and  26^.  from  the  ninth  tJirougli   tiie  eleventh  grade.      Cf 
those  doing  house  'iyork  and  chamber  maid^  i;7orlc,    11.9)    have  had  no 
education,    71.4;'  have   education  varying  from   the   tbird  through 
the  eighth  grade  and  15.3^  from  the  ninth  throug}:   tiie  twelfth 
grade.      57.2/^j  of  the  housewivq^  have  education  Vcirying  from  the 
tliird  through  the  eighth  grade,    33.9/^  from  the  ninth  through  tlie 
twelfth  grade  and  7.4;v  from  the   thirteenth  through  the  fifteenth 
grade,    that   is,    they  have  received  some  training  in  a  college; 
43.5/i'   of    the  drescm^^jgers  have   education  varying  from   the  fourth 
tlirough  tl;e   eighth  grade   and  5C>  from  the  ninth  tVirough  the 


-22- 

twelftli  e^s-de.     Of   the  s t^eno,c;rapher s .    SS.S/i  li:.ive   education  vary- 
ing from  the  fifth  through  the   eighth  grade    ind  66.6>J  from  the 
ninth  throuf^h   the  twelfth  f^rade. 

Diagram     111      ie     •.  Frequency  iolygon  to   represent   the   dis- 
trihution   of    the  education   of  the  279  r/on-.en: 

Diagram     111 

Distribution   of  the  J'lducation  of  the  270  V/omen 


Va 

— 

— 

— 

— 

'— 

— 

— 

— 

— 

— 

— 

— 

rn 

— 

— 

— 

^ 

/ 

/ 

X 

/ 

s. 

/ 

s, 

a.i 

/ 

f 

s 

/ 

\ 

/ 

\. 

/ 

\ 

1    ,     1 

/ 

\ 

/ 

/ 

A 

s 

/ 

\ 

k 

/ 

S 

^ 

s 

"v. 

h-^ 

-= 

Fevf  oi"   the  women  iivixe  jaavo  had  apocial   training  have  not  made 
use   of   it.     Those  i7ho  have   trained   to   be   school  teachers     have 
eitlier     married   or  could  not   earn   enou^jh   in   the  :;outh   to   support 
themselvGc.      Tiiose  who  ]iave  had  hucineoG    training   and   -ire  not 
making;  use  of  it,    either  did  not  take  enough  to  pass  civil  ser- 
vice examinations  or  opportunities  v;ere  not  furnished  them  by 
members  of  their  ovm  race  to  make  use  of  that  training.     Some- 
times,   however,    the  applicant   who  pasees   a  civil   service  examin- 
ation v'ith  a  high  aver-^^ije   ie   told  to  v/ait  until  tl^ere   is   a  va- 
caiicy,    viiich  for  aorae  rea&on  never  occurs,      ./omen  from  other 
parte   of   tl;e  United  States  have  raised   the   educational   status. 


-24. 


Conclusion 

ftiost   of   theee  women   are  mctlicrs.      This  fact   leads  ug  to   the 
conclusion  that   one  of   Lhe  greateot  needs   of  the  race  is  v/ivee 
wViO  stay  at  home;    for  they  would  tljen  have  nore     time  to  spend  in 
carinc  for  their  children.      If   the   economic   atatuo    of   the  raen 
were  raised,    the  motJiers  p/oulcl  not  he  compelled   to  -i/orlc  to  within 
a  fev;  "weeks   or   ever;  days   of   the  time  their  children  are  horn   and 
the  conditions  resulting  therefrom  v.'Ould  not  he  ?nade  possible. 
Many  of  the  v/omen  are  msTr^hero   of  cluhc,    oi'ganiaations,    etc.      ijome 
of   these  organ issat ions  could    md   should  tal'e   it  upon  themselves 
to   study  health  laws,    condi Lions   of    their   locality,    aectional 
needs,    etc.     'fhere  should  "be   a  few  inf.?jrit  v/eifare   stations,   more 
"first   aid"  classes,   and  the   like.     During  the  v/ar  tVie  latter 
were  hud  in  connection  with  Red-Gross    work,   hut  the  necessity  of 
such  courses  and  the  advantar^es  derived  therefrom  v/ere  not  put 
cleai'ly  before    oil  v^io  could  have  profited  by  such    Instruction. 
The  mothers'    cluhr;   ohould  he  r^othcro'    cluhe   in    deed   arid  not   in 
name   only. 

It   is    quite     evident  from  T?hle     111      tJiat  the  necessity   of 
giving  vocational   training   in  home-m-^ki'vo;,    dree  snaking,   hair- 
dressing,    etc.    is  very  great.     Uoet   of   the  xyomen   earning  a  living 
as  hair-dres tiers,   etc.,    vvsre  not  given   the  training  in  schools. 
All  could  profit  by  further  training  along  these  lines. 


CHAPT>lt      11 

Tllii  P/^RT  iaDUCATlON  t3H0ULD  PLAY   IN  Tlffi   IMH^OVI'IIviMT   OP   T3[E 
•      CONDITION   Oi'   '.I'Jffi  NEGRO 

Public   education    became  definitely  establielried  as   a  national 
interest   in  1850.     By  1900  fiie  need  of  more  than  a  mare  disci- 
plinary training;   in  the  rudiraenta   of   learning  v/as   recognized. 
The  new  conception   of   education   ie  bssed   on   tJie  fact  that  the 
-j?orld  dem-ands   the  best    cscpression  of  every  man's  ability,    so 
shifts  tlie  eipphaeis  from  methods  to  men.     Wie  belief  that  each 
child  ie  e  collection  of  general  faculties  which  con  be  trained 
for  universal  use  lias  been   replaced  by   the  knowled.^e  thot   there 
is  f^reot   difficulty  in  meeting  individual  differences  among  chil- 
dren  -  that   education   is  not   a  creator  but   a  developer.     Tliere 
must  be  tlie  eelection  and  reorganization  of  Wie  elements   of 
knowledge,    and    the  separation  of   Uie  various  types   of  children 
due  to  t^ie  diiferences   of  native  endov/ment,    economic   condition 
and  conscious   purpose.     :3ach  pupil  must   be  provided  \7ith  that   ex- 
tent and  kind  of  training  which  will  prepare  him  for  life  in  all 
its   relationships.     There  must  be  vocation-^l  education  vyhich 
should  aim  at   efficiency  ia  a  special  field  of  work;    a  liberal 
education  ?-7hich  should  prepare  for   life   in   the  faTaly,  community, 
£tate   and  church;    and  a  cultural  education  T«hich  should  prepare 
for  the  worthy  use  of  leisure. 


Since  t3)e   inductrial   rovoluticr.  and   v-itli  the  develoiment   of 
tlie  factory   syatem,    the  mo.Pter     and  apprentice  cora"bination  has 
ceased   to   exist    -^md  the   scl-iool  hno  been  called  upon  to  aeaist   in 
tlie  GOlution   of    fiie  new     industrial  problems.     Bue  to  our  social 
Byetem,    those  of  the  poorer  classes  must  go  to   work  at  tJie  ear- 
liest possible  age.     Hence,    early  specialization  in  training  is 
necessary  and  this  makoc    it  difficult   to  educate  for  citizensiiip, 
parenthood   and  leisure.      This   difficulty  has  called  for  a  reor- 
ganization  of   the   school   syster.      ihe   old  orgaiiization  failed   in 
several  ways:    (l)    there  was  an  enormous  leakai":e  in  the  7th  and 
8th  ,n:rades   and  in  the  hipili  school;    (2)    Uie  selecting  of  wrong 
vocations    in   life;    (3)    delayed  cntrri'.nce   into   yklllad  vocations 
and   (4)    there  v^ero  evils  growing  out  of    adolescence.     Junior 
high  schools   are  now  ■bein^?;  organised  tlie  aims   and  purpoeos   of 
v/hich  are 

1.  ac':uicition  of  habits   of   industry, 

2.  developrrent   of   sense  perception, 

3.  acquisition  of  raotor   eikill, 

4.  htjalth    and  physical  develcpment, 

5.  acquisition  of  valuable   inforniation» 

6.  development   of  faculties   of   reasoning,    retentivene&c, 
alertness   and  quickneBs;     acquisition  of   ^kill  in  per- 
ception, 

7.  development   of   a  likin-T;   for   clean,    veiolesoaie  pleas- 
ures, 

8.  endov/ment   of  boys   and  girls  wiUi.  a  deep   aen^e   of  tlie 
puri)Osofuinecc   of   their  lives. ^ 

There  muct,  however,  he  relation  hetv/eer'.  v oc .-j.t i onal  courges 
of  tJie  junior  hif;;h  school  ;and  the  economic  return  for  efficiency 
therein. 

■^i'^ermett,   i..   ii*  The   Junior  High  Gciool.  -'-    r;e  151 


•27- 

r.duoaticn  ehould  net  CQu.ee    v.itL  ;v;racluation  frcm  3c»ne   insti- 
tution.     There   io   a  growin-^  dem^md  i'or  ni^ht   schools   for   illit- 
er-iteo,    training     for   those  who  v/ork   in   tJie  viriouo  shops   and 
frj.ctordee   in  the  day  time;     md  part     time  schools  which  afford 
training      ciiring    i:i-:;rentice8hip.     But  schools  are  not  the  only 
educational   agencies.      There   are  churches,    clutc,   various   organ- 
izations    nd  lihrariou.      oocidl  welf<-;.re  and  betterinent  dem-inds 
that   they  l-e  ao   nr.^auized  that   t>)e  greatest  good  nay   be  derived 
therefroro. 

I\ihlic   interest   in  education  demjuds   that  every  future  cit- 
izen  secure  ail   t>!e    trairing  neceBsary  for  }.is  life  in  the  com- 
munity,    i.iany  kinds   of   trained  nen  are  needed   and   all   the  various 
forras   of   educa':iion  rr^uet  he  .T.ade   o.vailable  to   t'lose  v/ho  can  profit 
tiierefrom.     Demccracy  in  education  dcea  not  vnean  tliat   the  tuifor- 
tunate    be  hindered  from  advancing,      j.'he  child  of  the  wealthy  par- 
ent who   ie   eitlier  careless  of  the  value  of  education  or  unable  to 
profit   by   it   to    the   fullest  extent   si.ould  not  be  favored  rather 
than  the  child  \7h0se  parent  ca;:riat  furnish   the  r.e:;.nri  necessary  to 
obtain   a  hi/jlier  education,      ivftcr  more  efficient   educational  ad- 
visors  are  trained,    they,   perhapa  better  t}!.an  any  other  persons, 
can  brinj^  before  the  people  the  necessity  of  greater  public   pro- 
vision and  •=.  greater  number  of   schclarehipc  for  Uie  I'.se  of   those 
\,'ho  have  hot?:   the  mental  pov;er   and  the   a.tibition   but  noc   the 
means.     That  these  persons  be  riiven  the  i^roper  training  for  fully 
exercising  their  capacities   is   one  of  the  essentials   of  human 
progress. 


IQ- 


The  life  of  the  "blick  man  of  today  is  little  different  from 
that  of  the  white  man.   The  former  has  lived  too  long  in  contact 
with  tlie  letter  not  to  have  made  a  part  of  hiraoelf  the  life  and 
customsof  a  people  the  democratic  ideas  of  whom  vould  m  j.ke  the 
United  btates  an  ideal  place  to  live  in,  v.ere  they  fully  c  irried 
out.  Black  children  do  not  need  a  form  of  Education  entirely 
different  from  the  various  forms  necessary  to  tJie  development  of 
future  v,hite  citizene.  They  too  must  be  trained  to  uecome  effi- 
cient citir.ens  -  men  and  v/omcn  Tiho  recognijie  '.nd  appreciate  the 
common  ir:tereot8  of  c  democratic  cocioty  and  are  uhle  to  promote 
their  progreesive  development.  They  too  ohould  he  emancipated 
from  external  restraint  and  guidance  and  thus  become  self-di- 
lecting  -  intellectually,  morally,  and  physically  atahle,  alert, 
vigorous  and  active;  should  be  piepared  to  ma;<s  the  best  uoe  of 
their  leisure  as  well  as  of  tlieir  v/orkin-j  hours;  and   should  be 
made  economically  intelligent  and  efficient.  liJducation  should 
direct  the  attention  of  each  one  to  a  vocation  to  v/Jiich  he  can 
reasonably  aejjire  and  he  should  be  nade  to  understand  that  a 
suitable  vocation,  accesoibie  to  him  and  adapted  to  liim,  is  in- 
dispensable to  a  useful  and  happy  life. 

Slavery  degraded  l^.bor,  so  i':  is  not  strange  that  until 
very  recently  the  iier^ro  shunned  any  education  termed  vocational, 
even  though  he  realized  that  he  could  only  engage  in  cei-tain  oc- 
cupations. I'he  natural  desire  for  the  earne  education  as  the 
white  m.an,  v/ho  was  also  glo\7  to   reoo.':;>"'i%o  t'.z'3   value  of  vocation- 

^Kanus,  P.  K.     School  Efficiency.    Pages  7,  8,  9. 


al  training,  liindercd  t^ie  ^<i'0-rlcd[^&  thit  training;  .Ion;:  tl-ooe 
lines  v.'as  f^x  "botter  than  tlio  learning  of  Bubjecte  which  have 
little   or  no   practical  value » 

The  follo'vin,;  trliles  eJiOvy  Vie  difc-.tributicn  of  '^Jm  occui:)a« 
tione  of  Ile^roes  in  the  United  States  end  the  increase  in  the 
nun^her  of  I'ecrroes  v/orktn.r  at  certain  trades: 


"In  1910  the  numher  of  liesroes  10  years   of  age  a 
c^ainful   ocrup.xtionE  iTa^;:    5,192,535,    or  71.0  por  cent 
i^ro  po'Ul:.tion  of   this  ^xge;    hy  fie:x   tlte  nnrnher  me,    m-i 
3,187,554;    females,    2,C13,98l\      .>!egroet'  conctltute  13 
of   all   persons    in  gainful   occupations. 

ler  cent  of  total   population  in  gainful  occupp.tione . 

ier  cent  aii  jnalee    in  f;';Minful   .jccupcitionc. 

ler  cent  all  females   in  gainful   occuivatibns 

Per  cent  of  all  ■^'egro  r.is.lea    in  gainful  occupations., 

ier  cent  of  all  liejiro  feralee    in  c^ii^ul   occupations 


nd  over  in 

of  total  i 

e 

les, 

.6  per 

cent 

1910 

1900 

.53.3. 

.50 

.2 

,81.3 

80 

.0 

.23.4 

18 

.8 

.87  .4 

34 

.1 

.54.7 

40 

.7 

JMiuv.'ber  of  J'egroes   in  Each  B'ain  Glacs   of   Occupations 


rccuvi.-iti  on 

1910 

^{jricultural  rursuita 2,893,674 

irofestioral  Service. ......  r .. .        69,929 

Domestic    and  lerscral  Service. .1,099,715 

I'rade  and  Traneportat 3  on 'l^.D ,  043 

Ivlfg..   and  mechanical   rureuits  . .      704,174 


Increa.se 

3900 

iTo .        ;<; 

2,143,176 

750,498    35 

41,324 

22,605    47 

1,324.160 

224,445    17 

209,154 

215,889   103 

275 ,  J.49 

429,025   156 

The  census   report   on  occupations   for  1900  apj^e  ;.red   to   indi- 
cate that  in  cueh  trrides   as  carpentry,    pilaGteiine;,    hlacksini thing, 
etc.,   .T:e{,;roes  v,-ere   lo&in:;^  ground.     The  1910  report   of  tlie  census 
or]|occupationo   indicr^tes   that   the   f  egro  has  made  sai^^is    in  prac- 
tically -jll   the  tr::.d96   in  '.v^iich  Jie    appeared   in  1900   to  he  lociii^ 
ground 

In  recent  years   there  -.iS    uee/i   -:-  large   iricreace   in    uio  nu-nber 
of  xiegroes  -^yorking  in  factorieo.     The  llegro  workers   in  factories 
are  to  a  laj:ge  extent   doing  W..Q  rou£-her,   cruder,    ^mC.  serai-skilled 
work.     Many,  however,    in  evexy  phase  of  factory  industries  are  do- 
ing t3ie  most  highly  skilled  ivork.      The  gener.-l   tendency  for   the 
Negro  factory  worker  appears   to   he  upv/ard.      In  1900  the  numher  was 


.30- 


131,216;    in  1910,    the  nuii"ber  wag   358,100,     m  increase   of  220,964; 
or  173  per  cent.      The  number   of   Negroes   employed   in  textile   indus- 
try f-'Ctoricr,    in   1900  v/.-p,  2,949;    in  1910   tho  nurnlaer  \7is  11,333  an 
increase   of  283  per  cent. 

DiotrilDution  of  Kegro  if'actory     orlcero,    1910 

Chemical  and  allied  Induotriee 10,870 

Clay,    Glaes   and  Stone  Industrieo 28,519 

Clothing  Industries 11,692 

i'ood   -5nd  Kindred   Induetries 17,894 

Iron  and  ^teel   Industries 41,7o9 

Leatiier   Industries 5,854 

Liquor  and  .beverage  industries 8,508 

.Lumber  and  ii'urniture   Industries 126,016 

■  .et..  1   industries,    .ixcept   Iron  .jnd  bteei 2,861 

Jtaper  and  i'ulp  Industries 1,455 

irinting  and  Xsookbindin(? 4,058 

Textile   Induetries 11,333 

faiscellaneous    Industries 6? , 388 


Occupations  in  yViicVi  in  1910   tliere  v/ere 
at  leatat  5,000  Negro   Women 

.La  borers  (Maim,   and  Mechanical  Hirsuits) 6,159 

Trade   ( V-Q-ioleeale   and  llet.ail) „..,.,      7 ,  304 

Char  IVotncn  and  Cleaners 6 ,  962 

V.aitrestJee 7  ,  377 

Bo;irding  and   Lodging  Housekeepers  .  r 9,183 

housekeepers P ,  911 

LadieR '    Ilaidis 10, 239 

Le.undreceee   { in  laundries) 10 ,  371 

Ciger   and  Tol)c;cco  Factory  Workers 10 , 746 

ChamhcT  iv'alde 14 ,071 

I'ureee    (not  trained) 17 ,874 

Leainotreocec , . . , 18 ,216 

Dressmakers , 20 ,  061 

Teach ers ?.2, 5:?8 

i«'£!Xner  6 79 ,  308 

Servants 184 ,  BOG 

Cooks 205 ,  584 

5'arm  Laborers  (vforking  cut)  ». .263,403 

Laundresses  (not  in  laundries) 561,551 

i'arm  laoorsrs  (Home  Farm) 704 ,  150 

A  study  of  the  occupations  of  liegro  vrcmen  in  Hew  York  under 
the  title  "A  ilew  Day  for  the  Colored  Woman  Worker"  said:  "Two 
years  3.go  any  discuo?!ion  oi*  Colored  v/omen  in  industry  v/ould  have 
teen  rnet  v/ith  tixe  question,  "But  are  there  any  Colored  women 


-SI- 


workiri^  in   chops   aaid  i'ac  tciriey ; '•'      /jjcI  v/ith  good  reaecri,    for   tlie 
Colored  woman   ic   a  newcomer   in   t^.o   field  of   industry.      Iijdividu- 
ale,    it   is   true,   had  xound   tueir  \/ay  into  special   plicee   lon^^  a- 
go,    but   industry  as  a   v^iole  hcd  never  accepted   them.     The  fol- 
lov;incj  taLlo   indicates   in  ijeneral   thu  hospitality   of   the  trades 
covered  to    tlae   experiment   of  einployin^  Colored  women. " 


Colored   v/omen 
v/orkera 


Induetry  factories 

>leedle  Trades liii      

Toys 10      

l^uttons 9      

C  3ndy 4       

i^eather  Goods ...» y      

Marabou 5      ..... 

Paper  Boxes  sjnd  iVage 10      

Millinery 6      

i'iov;ers   and  leathers , .  6      

i  .incell-?-noous ._jui^_ 

Total 127                                   2,186 


.'■fter  considering;   these     tables,    -.vl-iat   'las   been  said  before 
must  be  repeated  here:    aince   education  hxs   to  consider  eocial 
need   :and   social   demand   there  must   be  oorrslation  bet-,7ef;n   the 
presacnt    occupation  of  members   of   tlie  race  and  tlie  vocational   edu- 
cation  of  the  prospective  citisen;   but  wl-iere  the  child  could  be- 
coTiie   an  efficient  worker   in   .a  field  '-v^ie.re  c^Ten.t  Rkill,    technical 
knowledge   and  responeibility  iR   dem.anded,    the   impoanibility  of 
his  earning   a  livi?ig   in  it   yhonld  not    be     due   to   the   "color- 
line."     '.ryje  abla   and    ambitious  bl-jck  child  ••lUFit   also  be  given 
greater  opvortimitipo,    for   the  gr-.at  ma^sts   of  pao^ple  are  having  to 
look  more  and  more  to  m.em.bsrs     of   their  ovrv  race  for  spiritual, 
lec^l  and  medical    advicg. 

■'■feork,   konroe  .N.  Ile^-ro  Year  iicok,    1918-1919.        iages    338-39-40 


CHAPTJ-Ii      ill 


WHAT  HAS  Btifai  J)0¥£  IN  -nUi  PAST  JilDUCATIONALLY 


"The  f otundation  of    tl.e   public   ochool  systein   of  California 
v/as   laid  in   the  Constitutional  Convention  ?ield   in  Monterey,    Dep- 
ternbor,   1649."        Ban  5r'..ncisco  v/.'.c    tV.  o  first  city  to  p-?SF.   a  rub- 
lie    Gchocl   ordinanoe  .xnd   in  aeptembor,    1051,    t];e   jiublic   ocloole 
were   orgr^niy.ed.     So  provision  w.-j.e  made  for  tlie  Eefjro  children,    so 
these,    if  ttiey  were  taught,   v.'ere  taught   in  private  schools. 

Three  yearn   aftsrwaros,    the  colored  children  v/ere   aleo  pro- 
vided  for: 

"A  school  for  the  colored  population  of  our  city  has 
haor.  eetabli^hed."    (irlay  2i2,    18G4)      "It   is   Locited   in  the 
bar!ement   of   3t.   Cyprian  Methodist   elpiacopal  Colored  Church. 
The  patrons   of   fite  church  raised   t'<\Q   building   and  fitted   it 

up  for  the   school ThiB  we  Iiave   le^^eed  for   one  year,   v/ith 

the  privilege  for  tvro,  . , .  .'vir,   J.   J.   i.icore   (colored;    is  the 
teac?;er.     The  school  Gom;-;enced  vrith  t'venty- three  pupils;    it 
nov/  hag  forty-four  regintered.      It  has   thue  f^.r  been  conduct- 
ed  cuite   satir^factorily,    and  bids  fair  to  be  progperoue  and 
fiUCceoEiful.*"^ 

Tii©  folxowing  excerpts  ahow  how  the  cuiored  ciiidi^en  were 
finally    xiiov/ed   "co   enter   the  whits    ..ublic    achoolb. 

•*Ther£    ire  before   tJ^e  hoard,    not  yet  acted   on,    some  pe- 
titions froir  colored  citizens,    askiru;  further  iirovieion  for 
the  inetruction  of  their  children.      1  have  solicited  reli- 

■^Lv.etL,    Jo...;        y'-^s  TySclic    .-:;;;oai   iyy.'co':.   o  C  0-o.lif  cr?ii  i.        I'-^ce   1* 

^The   Annual  ?.eport   of   the  .Bo.xrd  of  Education  to   the  Common  Coun- 
cil  of  San  ij'rancisco,   fc>ept.   1,    1854.  Page   17. 


-st- 


able  stitistiCB  upon  v/hich  to  baae  a  recorranendation  to   tlie 
Board,    regarding   tiiem,    oxx'c  iiave  not  I'eceived  tliom.      This 
class   of  citizens   is   taxed,    in     Gona.Ton   vvitl;  otViGV:;;,    for  tVie 
support   of    Uie   BOiiools,    -and   is   doubtless   entitled  to  a  full 
participation  in  their  benefits,      -^xrringements  can  be  made, 
witjiout  uiucii  additional   expense,    by  v/hich  this  can  be  done.'"'-^ 

"i'iie  legislature  of  1860   pasised  a   law  prohibiting  col- 
ored   (i^^e.qro  and  i/iongolian)    cUii.\ren  from  boing  admitted  to 
scliools  for  v/fiite  children,    under  penalty  of   forfeiting  all 
publ ic  moneys . 

Previous  to  tViis,   colored  children  were  proJiibited  from 
attending   schools  for  white  children,   but  there  was  no  pen- 
alty*     ITie  law  had   ollowe^jl^  true-tees   to  establish  ceparate 
achoole  for  colored'cT'iiidven,    but  h^id  not   re^q,uir.qd   it. 

The   first  legal  recognition  of  the  rij;hts  ox  colored 
Ofiildren   is     found   in  th^e  Kevisecl  School  Lav/,    1B66: 

Sec.   57.     Children  of   /^frican  or  .'ongclian  descent,     aid 
Indian  children,    not   living  under  the  care   of  \7hite   per- 
sons,   ehali  not    be   adraitled   into   the  public    eciiools,    ex- 
cept  as  provided   in  thie  act;    provided   tliat,    upon  the 
va'itteri  application  of    the  parents   or  guardjans   of  at 
I  eafit  10   such  children,    to  any  iioard  of  True-tees,    or 
JBoM.rrt  of  Education,    a   E^par  3te   BChocl   shall  be  est-ib- 
lished  for   their   education,    rmd  tlie  education  of  a  less 
number  may  he  provided  for  by  tiie  t.f).  -  t<!ff.   .i.'<   tviv  other 
manner. 

Sec.   58.      \i(hfcn   there  shall   be   in  zny  dir.trict   9ny  number 
of  children,    other  ti-.'^n  vrhite  f-hiidren,    «vhose   education 
can  be  provided  for  in  no  other  way,    the  truuteea,   by  a 
majority  vote,    may  allov^    evich  children  to    attend  schools 
for   v^iite  children;    fro-gldod.    t>i'>.t   a  ma,ioriiy  of  the 
parentfi   of   tne  children  attending  such   school  ;nsjce  no  ob- 
jection in  TAiting,   to  be  filed  \vith  the  Board   of  Trus- 
tees . 

.^ec .   uC .     Tae   smnte  laws,    rules,    j-nd  regulations  which 
apply  to  schools   for  vihite   Oiildrcu  shall  apply  to 
schools  for  colored  childrer. . 

Under  tJiis   qualified  pi-oviejon,    nost   of   rJio  colored  chil- 
dren  in   the  ctate  v/cre   ad-iiitted   to  school  priviler^e,    though  in 
a  fev;  outlyin.^-     districts  -  notably  the  city  of  Oakland  -  they 
v.-ere   excluded  froT.  v/hite   sc  rool'3    and  not   allo-Ared  i  separsj.tG 
scViool . 

*\l]igl-^ti?.  i^ri.jU':-;!  ^.eporl    of   tiiC  ijup^rintendeiit   of   iuulic  Schools, 

of   V-.e  City  and  County  of  3an  i^'rajocisco.        1858.   Page  28. 


"34- 


The    Isginlati-'ve   cT   1370   ropo  ..led  Ootnion  DO,    :nd  loft   the 
colored   queetlon  ae   follov/e: 

Sec.   56.      The  education  of  childi'en   of    \frican  deocv-ant, 
and   Indian  ciillirijn,    ;jj"j.ali  be   provided   for   in   eeiJ.'i.r':i te 
schools.     Upon   the  written  application   of  the  pojcente 
or  2:uardi'^nf:    of   at   le-tst  10   guar.'  o}aldren,    to    my  Board 
of  Trustee©   or  Board   of  :;£ducation,    a  separate  school 
shall  \ie   octablif.'Jied  for  Uie  education  of   uuc3m  chil- 
dren;   and   tlie   education  of  a  less  number  may  be  provid- 
ed  for  "oy  the   truLlecu,    in  ^epirxte   fcclioolo,    or   in  i.ny 
other  manner. 

In  1072,    the  Code  Commie a i oners  modified   Uie  law,    under  a 
decision   of   the  r:upi\-):ae  Court;,    jmc   thg  L^gialnture  adopted   it 
as  folloy,'3: 

Sec.   1669.     The  education  of  childreH  of  i<yCric;=in  descent, 
and  Indian  ohiidren,   rauax.  be  prc/ide4  for   in  separ=>.to 
schooifi:    provid^^d   th o.t   if   the  directors   or   trv'ntoec  fail 
to   provide   3uch   sop  X^.to   vichoole,    t]x(?,n  uucu  children  must 
be  admitted  into   Une  schools  for  v;hite  children. 

In  1B72,    the  Uoard   of  Education  of  OaJcland  adinittod   1>:ieir 
eight  colored   children  into   the  Bohoola;    and   in  1075,    the  San 
Frsnciscc  Borrd   e.bolislied  the    separate  school    of  eevcnty-f ive 
colored  children,    and  ad::ii  Lted   t:m   ;  upiii;    to   ohs   •.•'hite  schools. "- 

In  1R90,    after   r.^  colored   child  had   been  refused  admittance  to 
a  Y.'hite   school   of  ViraJia  because  tJiero  'va.s  a  colored   school   in 
ejtistence,    the  child's  fathor  appealed  to  laxv  and  it  \Te.a  decided 
thnt  by  Lee.   166;'^   of   tiie  Galif orni--'.  Political  Code,    •  dopted  l>y  the 
legisi-'ture   of  1885,    the  pov.rer   of  establishin'^   separate   schools 
for  children   of   .\frican  dec-cent    :ind   to   exclude   r,/ie:ri   i'rova  tlie  i^ub- 

lic   schools   established  for  "white  children  had  been  taken  eway 

2 
from  boards   of  school  trustees   and  boards    of     education.  bmce 

then  tliere  has   been  no   segregation   of   children   of  the  white    ind 

black  rice    in   ^Jic     u.^lic    ;;cjiooit. .      wert'iii   schools   under  private 

-'•Sv/ett,    John        Ttic  lublic   iicucol   v.ysten:  of  Calif ornin. 

I-^^es   205,    206. 

2Calif ornia  Decisions.     Vol.   82,   po^s©  588. 


mam-genert  h,LTc  until  very  recartly  rcfu-ed   to  ed-rtit   colored 
children  and  here   e::TrccsQ(l   the  Y.ioh  t^^-^.t   the  colorc^d  roi-ent 
maire   toe  discrininatiOQ  Vno«rn.,    cince   it   -.vould  sorvs  ns^  a  good 
advert  i  c  enient  • 

The  I^'egro  pioneers  h,id  no   education.     Many  of   then  stieiiig 
hOT/  difficult   it  v.e.3  for  an  untrained  mar.   or  woman  to   earn   a 
livinji;   rent   their    (3^. ;i .Ulr-en  to  rcIiooI.     .Is   tiw^;  v.'ent  "by  many  par- 
ents did  not    encourai-^e   their  childrsn  to   st-iy   in   gcLooI,   Ijut   al- 
lov.'cd   ther. ,    after  they  had  received  That    they   thought  v;a£3   encu;3h 
education  or  al'ter  they  were  discriminated  against,   to  remain  at 
home.     They  seem   to  h?-ve   forgotten   the   old  African  proverfc:    "ITot 
to  jflriow   le   "baa,   not   to  viinh  to  knov/  iy  worae.**      Since  the  Negro 
ha©   alv/nys  had  to   live  by  hig   '.vork,    and  his  wage   is   often   ineuf- 
ficient   to  maintain   a  fajnily,    t>ie?.e   children  were  forced  to   earn 
their  ovm   living  «  atiri  an   inadequate   one,    at   tiiat. 

One   of   the  pioneers   of  California^    l-ILias  Hoc3iotadter   (white)  , 
died  in   San  J-Tancieco  and  "bequeathed  $1,000   in  trust  to  the  Board 
of  Education  of  o^n  Francieco,    tc   be  expended   in  etinulating  to 
i'aprovei-ient   in   fneir   studies   the  colored  children  attending  tlie 
puhlic   !5c'iiOo"i'5   of  fJan  Francigco.      In  1901,    >-.hsn   the  first  attempt 
to  c^Jrry  out  his  vish.  was  made,    the  fund  amounted  to  .,)1,500. 
Three  attsrr.Tt?  ^vere  ''.T?.de  to  carry   out   the  v/ish   of   the   testator. 

The   ./estern  CutXook.  Vol.  JJCl,    Uo.   26.      1915.  Page   3. 


Tt7o  rnedilc    r^md  fonr  cq.'jh   prinoo  "had  "bean    -ivr^n  previoun  to   1015; 
In  that  yerr,    after  neTly  all  the  colored  children  who  hn'd  'prad- 
iiatf^d   fron  a  gr?.Tm?r   'jchool.    eyordng  hl.'j'i   or  day  hif^h   HChool 
ffinco  1906  had  sent   in  tholr  recordg,    each  \7'=is  ^-iTiiven  a  cash 
prize:    ;20  to   each  .^rradute  from  a  .^r.arrvT.ar   or  evenin.?:;  hir;h  school 
axid  ^^40   to  each  graduate  from   a  day  high   joliool.     §540  t/an   ^liven 
out:    $40   to   each   of   the   four  hio;h  school  graduates,    and  f;l;20  to 
each'    of   the  nireteen   j^rydu-tteti   fron^  a   r'T^rmei.r  or  evening  high 
sOiCOl.-' 

There  3re  colored  children  who  could   profit  hy  a  hir^her  edu- 
cation,   hut   lack   the  necessary  financial   pupport.      It  v/oizld  have 
been  better  had   the  fund  been  n:ade  thfi  foundatior   of  o,  scholar- 
ship fund  for  higher  education. 


The    Western  Outlook.  Vol.   IvKll,   TIo.   47.      191 G. 


-38- 

Tatle     V     sliowe   tlie  distribution   of   tue   pupils   according  to 
their  ages    oiul   the  .grades    in  viiich  they  are  located: 

Table     V 
Age-Grade   Dietrihution 


% 

s'k 

q 

J 

Tf 

'L 

■i   f 

■k 

J 

A 

10 

"'M  // 

//a 

/-Z. 

: 

/J 

/j;^ 

/y 

m 

/»' 

''^ 

/f  '^y. 

f7  'TA 

/i 

uU 

'»i 

zc[tc'^ 

z/ 

IR 

n"' 

6  . 

3 

1 

IB 

/ 

z 

V 

/ 

s- 

1 

Zfi 

/ 

/ 

1 

Z 

z 

1 

IB 

sT 

J. 

1 

A 

X. 

1 

/ 

3ff 

A 

'^ 

i 

\ 

313 

1 

J 

: 

1 

/ 

/ 

1 

I 

^ff 

~~U  U, ' ' ' 

/ 

\  1  ' 

fB 

1 

5  1  /  [^  1  yl 

i 

\  1 

J-fi 

/      M/LL,^ 

3 

A 

^ 

s-R 

nlTL. 

/ 

/ 

'     •                                           1 

1 

6/7 

1 

1  1  ^  ll 

^ 

/I   ;    M    ;   :    •    : 

675 

\  \  \ 

/  w 

^    I     !-.- 

1    i 

. 

'?n 

\  '   A>.\^ 

1 

7n 

1 

Mil: 

/ 

^ 

1 

?F7 

M     i/   L  U.  !  M 

\ 

SB, 

1  .1    ^  :/ 

1 

i 

9^ 

/     /  I3     /  ,S  J.  ■Y 

9P> 

1 

1 

1    ili  3    , 

i\ 

/OR 

1 

1 

- 

f^' 

4, 

/ 

/oB 

Aa^I 

l\ 

if 

t 

ilR 

1 

■  1/' 

-T- 

1 

/ 

///7 

j 

i 

,' 

I 

/ 

,y 

/ 

/2fi 

s 

I 

/ 

'zB 

/ 

/ 

L 

^ 

/ 

iiJ 

-39- 


Yhe  series   of  numbers   enclosed   in   the    "stair-c.se"   lines 
represent    Uie  pupils  v/ho   are   in   tJie  f^rade   in  wiich  children   of 
tlie  ca:.!e   ar.e  are  usuilly  found    and  are  therefore  called  normal 
with  reference   to   their   progreae   in  school.     The  pupils   rep- 
resented "by   the  nunters   to  the  rifrht   of  tliis   series  of  numLers 
are  considered  ret:irded,    to   the   extent   of    tiieir   diatr-nce   in 
spaces   frorp   the  normal  r;roup.      'lliose  children  represented    by  the 
nanibers   to  t>ie   left   of   tliis   cseries   of  numbers   are  considered  ac- 
celented.     A  child   is   in  the  sixth  year  group  if  he  is  between 
five  years   and  nine  months   and   six  years   and   three  months   of 
af^e;   he   is   in   the   six   ond  one-half  year  group,    if  he   is  between 
six  years     md   tlrree  months    md   six  years  and  nine  months   of  ^i(:e, 
eto  .      The  normal   for  ciiildren   in   the  low  first  grade   is   six  or 
six  and   one-half  years;    for  children  in   tiie  high  first  f^r-ade, 
six  and   one-half   or   seven  years,    etc.      There   is   only   one  case 
in  v/Viich   the  child    (according  to   the  .9^;e  p;iven)    is   accelerated 
more   than   one  yerr,    and  two  cases  %7here   tlie  child   is   retarded 
over  four  years. 

Table     VI     shows   the  distribution   of  the  222  children  in 
the  grades: 

Table     VI 
Distribution   of   tlie  223  Children  in   the  Grades 


G/f^De 

X 

a.       «. 

a,     «- 

0,   e- 

SL 

^111 

a.      -t- 

3 

a.   & 

Mi 

'-II 

f 

13 

C 

12. 

S 

15 

/3 

n 

> 

^ 

€ 

Y 

If 

y 

'7 

// 

/s- 

/z 

V 

y 

J. 

c 

■2  1 

/^ 

/S 

Z^ 

u 

>0 

i 

2f 

^7 

i 

i 

-40- 

Diagram  IV  was  made  fron  the  data  of  Table  V  (p-.v:e  38)  . 
It  chowB  the  per  cent  of  norm.il,  retarded  md  accelerated  pupils 

Diagram  IV 
Per  cent  of  Hormal,  Retarded  and  Accelerated  iupils 


...10.352  Accelerated 


31.4,'^  Normal..  . 


58.2?5  Retarded 


The  causes   for    Uie  hirjh   percentaf^e   of  retardation   (accord- 
in(T  to   tue   questionn-iirec)    are  many,    but   the  most  common  are  ab- 
sence,   indifference,    poor  health   and   slovmess   or  poor  mentality. 
These  will   be  discussed   later. 


Grammar  School   iupiJ  e 

There  v/ere    152   queefiorjnairey    Pillea   out   by  tccichera    of   the 
grsjnm'ir   so'iools   viaited;   88  have   information  concernirif^  f^irls 
and  64,    information   concerning  hoys.     Tahle     Vll     sliows   ti-e  num- 
ber  of  pupils   doin<:;  good  work   or  work  that   Is  bettx^r   tlian  good 
I.-  V  Aioi;o   erl;1nctc;    :aid  their  die  L:rn.lrution   in    ti<e  [^v^:\eQi 

Table     Vll 

iJistx'ibution   of   i'lapilb  Doinr;  Good  Worlc  a).d   V/ork  th.'-t   is 

j'etter  than  Good   in  Varioaa   Ihjbjocts 


JB  o  -)<  >s 

G  /  Fi/^ 

l*""r'"~~"*~-^z^'^'^ 

I 

2" 

m 

2F 

ir 

w 

M 

1//// 

rot. 

r 

ir\is 

w 

jrl^    JZ27lj^ 

7i^ 

75A>/ 

TFea'^'^c^ 

i 

9 

i 

V 

7 

3C 

^ 

7  '   ^ 

/<? 

3?^ 

7y 

yu'jr////7^ 

7 

lO 

s 

V 

n 

^7 

€    1  H 

''O              4" 

V3 

fo 

JVe^Z/xV 

/o 

3 

7 

^ 

^ 

-'^ 

(t 

^ 

(^ 

//   /J 

^ 

y 

V7 

7;f 

/7KfT</7/?7e//C 

1 

// 

c 

/ 

f 

3(. 

C 

1?   V 

36 

7^ 

0/?ar^/f?aK 

^ 

3 

II 

? 

4- 

''y 

^J- 

Cor?7pos/^/o/i 

^- 

3 

^ 

^ 

9 

A-\  7 

y 

. 

-3  1 

yo 

Geo  <?'«<»  fi-^y 

?. 

1 

n 

(.     s 

V      C 

2.Z 

^i 

Hi  s-/- amy 

y 

.T 

,2. 

^ 

6     ^-            6 

J- 7, 

3^ 

Hanc^t^oftk 

a 

jj 

£ 

V    9 

n 

J^^a^Vff7<^ 

<; 

/o 

^ 

^ 

■2? 

^ 

7           6'         y     ^ 

37 

^C 

<Se  w/'^^ 

9      7      V      ,5- 

2.1 

O  i^£?/  £'jc/effess. 

3 

3 

% 

^ 

// 

rn  us/c 

ff 

<^ 

^ 

,^ 

f 

'^ 

3-^ 

-^i 

3% 

/^<f^Uif/  yra'^)/^ 

P/jys/ea/  tri^'//i/rrt^ 

i 

f( 

/<? 

/i 

CooA^>r)q 

«    V 

V 

/« 

/^ 

Z./Vr^^r*<^^<r 

1 

1 

7 

7 

i 

-42- 

Table     Vlll      shows   tlie  number  of   pupils   doinr^  v/ork  tn   t   is 
poor   or  better   tnur,   noor  or   fair  imd  their   distribution  in  tiae 
grades : 

Table     Vlll 
Distribution  of  iupils   Doing  Poor  Work  and  worlc  tli  't  is 
better  than  1-oor   or  I'air  in  Various  yv;.bjectc 


xU 

ILL 

'         1 

m 

u/ii 

ToT 

1 
Z    2r  HZ 

1       1              1 

Tot 

Tot 

^eaof^t^ 

?     -3 

jT 

n 

/o\3     Z    \    1      3 

If 

3(. 

u\r/!^,y/^^ 

7       / 

^ 

1 

/I 

C 

3      ' 

/  !/ 

, 

13 

J.  V 

^PeUfh^ 

/ 

'    ^    i 

1 

(, 

3      / 

^, 

, 

f 

, 

"f 

/f/^f//7f?r£'Ac 

^\' 

1 

3     \i     1 

If, 

i 

3{3 

y 

y 

^ 

/ 

^ 

^t 

Vf 

Q/ia^7f^^<7^ 

1 
!  / 

J 

1 

s 

!  / 

/ 

^ 

, 

c 

'/ 

C<9^>?  f^S-i'i'/oJp 

/ 

1 

i 

^, 

z 

V 

Qeo'T'^'f/'^r' 

S      iT 

10 

^ 

y 

V 

-2 

/^ 

-i^ 

yV.^r^a^^ 

V 

V 

3 

V 

^ 

-t. 

// 

/< 

f/tt^y  yiro^A- 

'   / 

/ 

J^^^  y>v/^<y 

k 

/ 

/    i-2-    1   6 

/i 

7 

3 

/ 

^ 

/ 

/y 

3^ 

cJVw/'i^^ 

1 

1 

/ 

Oj^er/  ^■x-fi'Jt^ss. 

^^6/a^fC 

V 

3 

7 

7 

-2 

/  0 

/7 

/*7t7^.      '^'Jf'T*^ 

1 

7'^yj     7^^ir,^,7f 

Coa'iT/'^t^ 

L_ 

/ 

/ 

J- 

Jt 

froixi  a  coinparison   of    Vwa  tv/o  tables,   v/e   io  not   see  any  sub- 
ject  in  w>iich   the  total  nu-p.ber   of  caiidron  doirif^  poox-  or  fair 
v/ork  excsedG    the    tot.il  nuTiber    doir^^  goo'-i   ^or-c  or  v-ork  Letter   than 
good.      In  comparing    LhG   vjorli  of    the  boys    -xrA  of   the  girls  v/e   see 
tiiat  a  larger  percentiit^e   of    uhe  boys   do   better     -^r^  t      n  the 


-43- 

f;irls   in  reading,    v/riting,    aritliretic   ami  history>    o.nd   Uie  per- 
cent ice   of   the  girls   is   larf>;er  for  good  work  in  geo^rapyiy  and 
drawinfj.      On   the  v/^iole   t>!e  boys  seem   to  i)e  doing  belter  v/ork 
than   the  girls  . 

The    [ollowini:^  di  igram  was  made   from   the   inform-.tion  con- 
tained  in      Table     Vll    (page  41)    and  Table     Vlll    (pap:e  42)  .      It 
is   the  graphical  representation  of   the  distribution   of   ti  e  pu- 
pils  according  to  good   and  poor  work. 

Diagram     V 


Distribution  of  iupils   according  to  Good  or  Poor   Jork 
ill  Vcrious  .subjects 


r.    ^.o^Jf  ^e^^. 

.,  ^p.^^..   y/.<>^^  .o    ..    J 

WR^i^/^<^ 

1 

_ 

<S^s///ot^ 

'^<^a(y/-^^ 

A/?yM^£'//c 

k 

J>^a^y:^^ 

/^c^^c 

^ 

H^sfciTiy 

G-eac^r-£7/i/ty 

^a^i/  n^o/v^ 

G  Ka^^/v^/^ 

t5^iA^/yT^ 

P/vys    7ra'r7'/f7<^ 

' 

Coo  A-//?^ 

■ 

Or-a/    ^xV/ss^ 

L  ^'Vi^^afc/r^ 



1 

o             1 

_^^ 

i — r 

,.^__ 

-44- 

T>ie  teachers'  .ludi^ments  corjcernin^  tl;e  over^ige  pupils,  the 
hold-overs  and  the  accelerates  ?jre   tie  f ollo\<;intr. 

Low  I''ir6t  Grade: 


Boy 


.6  yrs 

.6  " 

.6  « 

.6  « 

.7  " 


Girl.  .6 
"  ..7 


.boy.  .  .6  yrs  ■ 
.7   " 
.8   " 

.8   " 


hold-ovor:  too  yoting  and  absent  too  much; 

,  6  mos.    "    :  lazy  and  possibly  too  young; 
,  6   "      "    :  poor  mentality  or  too  yoxmg; 
,10   "      "    :  in-ttentive; 
overage...  poor  attendance;  good  attitude. 

,li  no8.  i; old-over:  anxious,  hut  slow; 

:  entered  at  6  1/2  yrs . ;  pleas- 
ant hut  not  ambitious,  poor 
v7ork; 

,  7  mos :  entered  at  6  yrs.,  11  mos.; 

does  f^ood  work  in  evei"yti  ing. 

,  6  moe :  entered  at  7  yrs.;  interested. 

,  6  mos :  holdover,  due  to  either  ab- 
sence or  monta.lity. 

,  5  nos :  eager  to  learn; 

,8   «  :  ill  health; 

, : very  slow  in  his  v/ork; 

, :  mentally  deficient; 

, :  new  entrant;  c -.use  not  yet  rec- 
ognized; 
, .holdover  :  mentally  deficient;  cross-eyed. 


Girl, 


:  good  attitude,  poor  health;  ir- 

reg.  attendance; 

:  good  attitude; 

.holdovsB.:  under  age  when  she  entei'ed 

school; 
:  irregular  at tendanc e • 


Low  oecond  Grade: 

8  mos.  holdover: 


Boy.  .  .7  yrs 
"  ...9   " 

"  ..10   " 


■T'oor  healWi,  timid;   ,  ^ 
moving  from  one  school  to  an- 
other; anxious  to  learn; 
anxious  to  learn,  could  not 
speak  English;  does  no  poor 
v/ork . 


Girl.. 8   "   , ■•   anxious  to  learn,  does  no  poor 

\7ork ; 
:   indifferent;  poor  liealth; 


.8 


,  .6  mos  ■ 


-45- 


Girl..8  yrs.,  8  mos . .holdover:   stubborn;  low  mentality; 
"  ••?>   "   , :   inattentive. 

Hif;h  Second  Grade: 

Boy... 8  yrs., :   entered  scliool  at  5  yrs  . ;  in- 
terested in  his  work; 

"  . . .8   "   , holdover:   interested;  irEe^.  attendance; 

"  ...8   "   ,6  mo8 :   entered  achool  at  5  yrs.  and  9 

mos.;  desiDoua,  doss  good  work 
in  everytiiing; 

"  .'lO   "   , :   entered  sc};ool  at  6  yrs.;  in- 
terested. 

Girl.. 8   "   ,  6  ir.os :   entered  school  at  7  yrs.,  an- 
xious to  learn;  bright  and 
obedif^nt; 

"  .10   "   , .:   entered  school  at  8  yrs.;  an 

excellent  pupil; 

•'  .11   "   , :   entered  sciiool  at  6  yrs . ;  de- 
portment excellent,  work  poor; 

"  .12   "   , :   probably  subnormal;  does  fairly 

well  in  all  v/ork. 

Accellerates:   Two  boys  and  three  girls  at  seven  yrs.  of  a^^e, 
all  of  whom  do  excellent  v/ork. 

Low  Third  Grade: 

Girl.. 9  yrc., :   entered  at  7  yrs.,  good  atti- 
tude; does  well  in  all  work; 

"  ,.9   "   ,6  raos :   very  responsive;  does  no  poor 

work ; 

"    .  .9      "      ,8  ir.os :      very  ambitious,    does  well   in 

all    '-ork. 

High  Third  Grade: 

Boy.. 10  yrs.,  5  mos :  entered  at  5  yrc,  holdover  foiAT 

times;  slov/,  lacks  concentration 
and  self-control;  does  poor  work; 
"  ..12   "   :  indiiferent. 

Girl .10   "   , :  good  attitude;  does  good  v;ork; 

•'  10   •'   , .....:  tries  hard;  ill  health  and  poor- 
eye -sight; 

"  10   "   , :  fairly  interested,  good  in  all 

v/or  k ; 

"  11   "   , :  entered  at  7  yrs . ,  does  well  in 

all  work; 

"     13      "      , Tioldover:    low  mentality. 

Accelerate:    girl:    8   yrs.;    siie   does  good  v;ork   in   everything  but 


arit'iraetic  . 

Low  S'ourt-1  Grade: 

Boy... 10  yrs., holdover:    lack  of  intereet;    poor  vrork; 

"  . .  .11   "    ........     "   :    "    "     ••    •    "    " 

Girl.. 10  yrc,  8  mos... :  does  fairly  well  in  everything; 

•*  ..12   "   ,  3  "  :  does  fairly  well  in  everything; 

hip-ji  Pourtu  Irade: 

Boy... 10  yrc,  4  mos :  entered  scliool  at  6  yre., 

2  mos.;  does  not  c.^re  for 
school;  prefers  to  play. 

Girl.. 9  yrs holdover:  could  learn,  but  does  not  apply 

herself; 

"10    "   ,  3  moG ..:  ei^.tered  school  at  5  yrc, 

9  Ros.;  v;as  a  holdover  the 
first,  second  and  third  years; 
has  improved  in  the  neatness  cf 
her  work,  but  is  only  kept  in- 
terested in  anything  by  the  con 
-st&Jit  attention  from  her  teach 
-er> 

"11   "   ,  10  mos ;  entered  sclsool  at  5  yrs., 

9  pos.;  lioldover  every  terra 
since  sle  started  to  scliool; 
slow  to  learn  ajrid  does  not  seem 
to  retain  v/hat  she  gets; 

"  12   "   , :  entered  at  6  yrs.;  heedless. 

Accelerates:  Tvo   f:ii"ls  of  9  yrs.;  they  both  do  good  v/ork; 

One  girl  of  9  yrs.,  5  mos.;  she  entered  school  at 
5  yrs.,  of  ige;  she  does  poor  v/ork  in  handwork 
and  drawiiig;  she  has  a  fairly  ^^ood  attitude 
toward  learning. 

Low  j'ifth  Grade: 

Boy... 11  yrs.,  1  mo :  learns  easily  but  is  rather 

lazy;  does  fairly  well; 

"  ...11   "   ,  4  mos., :  good  attitude; 

"  ...11   "   ,  8  ir.oE :  entered  sc/iool  when  7  yrs.  and 

5  inos.;  application  poor;  does 

not  care;  is  ;.  nuisance; 
"  ...12   •'   ,  3  noe., :  good  attitude;  learns  easily 

and  does  very  good  v;ork  in  all 

subjects; 
"  ...13   "   ,  9  mos., :  has  no  interest  in  scliool  and 

is  a  holdover;  plays  tru;int ; 


Boy. .  .14  yrn.,  . . . 


-47- 


does  v/ell   in   everything  v/hen  he 
comes   to   school, 
.lioldover;    deportnent   poor,    attitude 

toward   learning  poor;    does  well 
in  aritlimetic   and  poor    vork  in 
overytiiinf^  else. 


rp.08 ., 


4  mo£ 


,10 


.laoidOvor:    is   earnest  but  not  capable   of 
good  work; 

;    a  j^ood  vvoi'ker;    enjoys  school 

and  has  a  good  attitude;    re- 
tarded ; 

holdover:    poor  mentality;    does  not   try 
and  lias  moved  about  a  great 
deal;    she  entered  scliool  at 
b  yrs . ,    and  9  mos . 
"  :  1-Dline  poor,    poor  mental 

ondition;   has  moved  about 
a  j^jreat  deal;    triec; 

:    fair   attitude  tov7ard  learnin^^; 

lacks  understanding  of  history 
and  geof^rapiixy. 

-iCcelorate:    a  fjirl  who   is   9  yrs.,    1  mo.;    she   entered  scliool   at 
6  yrs .   and   a  few  mos . ;    she   is  not  tryin,';  and  does 
poorly  in  everythinr;  except  music   and  reading;    she 
is   i:Tmature   and  abocnt   too  much. 

Hig;h  J''ifth  Grade: 


Girl.. II 
"  ..11 

«  ..12 

"  ..12 
«  ..lo 


Boy . .  .12  yrs  . ,  1  mo :  entered  school  at  7  yrs . ,  3 

moa.;  is  a  good  v/orker,  but 
lazy  at  limes;  does  not  do 
good  work  in  those  subjects 
he  does  not  care  for; 

"  ...13   "   :  entered  school  at  7  yrs.;  is 

indifferent  towards  his  work, 

Girl.. 12   "   :  entered  ocliool  at  7  yrs.;  is 

interested  in  her  -/ork; 

"  ..12   "   ,  2  mos., :  entered  school  at  7  yrs., 

5  mos.;  is  lazy  ^nd   indif- 
ferent; 

"  . .15   "   , :  indifferent  at  times ;  cannot 

be  depended  on. 

Acceler^^te:  Boy   of  ten  years  :.,nd  three  months;  entex^ed  scliool 
at  five  years  and  nine  months;  his  deportment  is 
poor  but  his  attitude  tov;ard  learning  is  splendid; 
he  does  veil   in  everytliing;  is   naturally  brigJit 
and  has  a  good  environment. 


Low  bixth  Grade: 

Girl .  .12  yrR  . , indifferent    toward  her  work; 

"    ..12      "      , attitude   of  desire  to   oucceed; 

does  i.7ell   in  everytiiing  except 
n'itlimetic    -md  ceo^rapliy;    prob- 
abie  reason   is  the  change  of 
sciiools; 

••    ••13     "      , somewliat  indifferent; 

•'    .  .13      "      , lias  a  good  attitude      -md   does 

fair  work  in  everything; 

"    ..lb      "      is  very   indifferent    md  at- 
tendance  is   irregular; 

/accelerate:    Boy   of  ten  years;   hie  attitude  tov/ard  leariiing  is 
very  satisfactory;   he  does  well  in  all  v/ork. 

jli^h  Sixth  Grade: 

Girl.. 12  yrs.,    7  raos., :    attitude   is  very  good  hut 

she  cha-nges  schools  too  fre- 
quently; 

"    ..15      "      , :    entered  school  at   7  yrc.;    at- 
titude  ia  good; 

"    .  .12      "      ,4  rios :    ambiti  ous;    cioes  fair  T;ork  in 

aritiiraetic    because   of  mismx- 
derstanding  of  ^/ork,   hut  is 
improving;   she  does  \7ell   in 
everytriing  else; 

"    .  .14      "      , :    entered   scIjooI  at  S  yrs . ,    does 

v/eil   in  everything;  except 
drav/ing,    and  in  tJiat   she  lacks 
ability. 

Low  Seventh  Grade: 

Boy... 14  yrs.,  5  mos., ;  not  eager  to  learn. 

Accelerates:  Boy,  11  yrs.  of  '•/je;  is  a  very  rriediocre  pupil;  has 
poor  eyesight; 
Girl,  11  yrc.  of  age;  is  rather  ambitious. 

Hi^h  Seventh  Grade: 

Girl.. 14  yrs.,  6  n;os., :  shows  interest  most  of  the 

time;  lacks  tJie  power  to  rea- 
son in  arithiJTietic  and  grammar. 

Low  Kighth  Grade: 

Girl.. 14  yrs., :  attitude  toward  leanning  is 

fair; 


-47- 


Boy. . .14   yVB  ., . . . 


does  v/ell   in   ev^jrytliing  v/iien  he 
comes   to  school, 
►holdover:    deportment   poor,    attitude 

toward   learning  poor;    does  well 
in  arithmetic   and  poor   vork  in 
cverytliini^  else. 


Girl, 


.11 


.12 


.12 


10 


lioidovor:    is   earnest  but  not  capable   of 

good  work; 

S  mo8  . , :    a  good  worker ;    en j oyo  school 

and  has  a  good  attitude;    re- 
tarded; 

4  mo'j.,   holdover:    poor  mentality;    does  not   try 
and  has  moved  about  a  f^reat 
deal;    she  entered   scljooi  at 
b  yrs.,    and  9  mos. 
,  "  :  -i-Dline  poor,    poor  mental 

ondition;   liao  inoved  about 
a  ^;reat  deal;    triea; 

••    •  .lo      "      , :    fair   attitude  tov/ard  learninfi , 

lacks  understanding  of  history 
and  geograpiiy. 

Accelcr-ite:    a  {':i3^1  who   is   G  yrs.,    1  mo.;    slie   entered  sOiool   at 
6  yrs.   and   a  few  mos.;    siie   is  not   tryin,-';  and  does 
poorly   in  everythinf^  except  music   and  reading;    she 
is   iiTinaturo   and  abocnt   too  much. 

Hif:;h  I'ifth  Grade: 

Boy... 12  yrs.,  1  mo :  entered  school  at  7  yrs.,  3 

mos.;  is  a  good  v/oi-ker,  but 
lazy  at  times;  does  not  do 
good  work  in  those  subjects 
he  does  not  care  for; 

"  ...13   *•   , :  entered  scliool  at  7  yrs.;  is 

indifferent  towards  his  work. 

Girl.. 12   "   , :  entered  school  at  7  yrs.;  is 

interested  in  her  '-7ork; 

"  ..i;.   '■   ,  2  iios., :  entered  school  at  7  yrs., 

5  :no8.;  is  lazy  and  indif- 
ferent; 

"  . .13   "   , :  indifferent  at  times ;  cannot 

be  der-ended  on. 


Acceler  *te:  Boy  of  ten  yeare  And  three  nontlis;  entered  scliool 
at  five  years  and  nine  ;nonths;  his  deportment  is 
poor  but  his  attitude  toward  learning  is  splendid; 
he  does  v/eil  in  everytliing;  is  naturally  bright 
and  has  a  good  environment. 


Low  Liixth  Grade; 

Girl .  .12  y-Tf. . , i.nJii'f  erent   toward  her  work; 

"    ••12      "      , Jttitude   of  desire   to   cucceed; 

does  \7ell   in  every  tiling  except 
ai'itlimetic    -yid  ^eo'^rapliy;    prob- 
abje  reason   is  the  change  of 
sciioole; 

**    ••i3      " somewhat   indifferent; 

•  "IS      "      , hixii  a  good  attitude      and  does 

fair  vjork   in  everything; 

"    .  .15      *'      , ig  very   indifferent    -ind  at- 
tendance  is   irregular; 

-accelerate:    Boy   of  ten  yeart3;   hie  attitude  tov/ard  learning  is 
very  satisfactory;   he  does  well  in  all  work. 

JlJHh  Sixth  Grade; 

Girl.. 12  yrs.,    7  moo., :    attitude   is  very  good  but 

she  chojiijes  echoole  too  fre- 
quently; 

"    ..13      "      , :    entered   sciiool  at   7  yrc;    at- 
titude  io  good; 

"    ..13      **      ,    4  noo.. :    air.bitious;    does  fair  v^ork  in 

aritliraetic   because   of  misun- 
derstanding of  -/ork,   but  is 
improving;    she  does  \7ell  in 
everything  else; 

"    .  .14      "      , ;    entered  school  at  9  yrs . »    does 

vrell   in  everything  except 
drav;ing,    and  in  t>).at   she  lacks 
ability. 

Low  Seventh  Grade: 

Boy... 14  yrs.,    5  mos., ;    not   eap;er  to  learn. 

Accelerates:   Isoy,    11  yrs.   of     trje;    is  a  very  mediocre  pupil;  has 
poor  eyesight; 
Girl,    11  yrc.    of  age;    is  rather  ambitious. 

Hifrh  Seventh  Grade; 

Girl.. 14  yrs.,    6  mos., :    shows   interact  most      of   the 

time;    lacks  tlie  power  to  rea- 
son in  arithimetic   iind  grammar. 

Lot?  .'l''ighth  Grade; 

Girl.. 14  yrs., :  attitude  toward  learning  is 

fair; 


Girl.. 14  yrs :  application  ie  very  r^ood,  Lut 

81  le  is  alov;;  does  about  aver- 
age in  all  ^vorlc. 

Accelerate:  Girl,  12  yrs.,  S  mos.;  is  bri.-^ht  and  has  good  in- 
terest in  all  her  v.ork. 

Hipli  Si^^hth  Grade: 

Girl.. 16  yrs.,    2  rroc, :    conscientioua; 

"    ..17      "      ,3     •'      :    open-minded,     ittentive   -nd  has 

a  good  spirit. 


i'rom  the  reports  given   above   one  cannot   see  anything   that 
could  be  called  typical   of  any  particuJcr*  group  of  children. 
Eleven   of  the  pupils  rl.c  are   cver-age  entered   sc}loc1  late.   The 
probable  cause   in  nine   of  t^jese  casee  tfas   £jaid  to  be  poor  men- 
tality.     The  child's   attitude   tovrai'd   learning  v/as  unfavorable  in 
only  seventeen  cases   and   indiff ererAce  v;as   the  cause   of  nine  out 
of  tiie   seventeen.     Uineteen  of   the  retarded  children   (05)    have 
been  holdovers.     Cases   siinilar  to  that  of   the  girl   in    'cit.e  low 
fifth  grade  who   is  nine  years  and   one  nonth  old  sViould  be  looked 
into.      Xt   does  not   seem  probable   that  she  \70uld  l-iave  been   pro- 
3J0ted   to   that  tirade  had  she  been   too   inmaturo.     'Che  cause   of  her 
many  absences  and   trie  reason  for  >ier  doin^^  poorly  in  most   of  lier 
•worlc  should  be  ascertained. 

A  few  of    the   teachers   told   the  writer  tliat  Hiey  v/ere  pos- 
itive  the  af^es   of   some   of   tVie  children  had  been  put  up   in   order 
to   enter   them  in   school.      In  talking  v/ith   the  motl-ners,    this  v/as 
found  to  be   true.      Tlie  v,-rong  3,ge   is  given   and   tiie  cliild   is   sent 
to  sciiool   in   order   t<:?.t  he  may  not   be   in   the  ivay  at  home;    or 


-50- 

that  he  may  liave  some  pl^ce  tc  stay  "-hile  both  p-rents  '--ve   at 

v/or!c.  Vhe  ir.?.iority  of  the  parents  dc  not  like  tc  send  tlieir 

children  to  kindergartens  beccuse  they  do  not  undcrstrarid  wiiat 

good  the  kind  of  training  given  tliere  can  do  a  child. 

The  per  cent  of  retardation  of  th.ese  pupils  {5Z/J   of  the 
girls  and  40.4/;^  of  Vne   boys)  and  the  reasons  given  by  tlie  teach- 
ers nre  quite  significant.  Late  entrance  is  a  potent  factor, 
irregular  attendance  is  anotl.er,  and  certain  pJiysical  defects  are 
responsible  for  -i   part  of  the  back'^ardneaa.   It  has  been  found 
from  mental  testin/5  of  school  children  th;*  tlie  principal  cause 
of  retiirdation  is  low  mentality.   .ccording  to  Dr.  Yergil  T.» 
Dickson,  "there  is  one  c-^use  of  retardation  tliat  is  prepondero.nt 
and  that  cause  is  lor  'nental  level. "-^   "Every  child  \*o  fails 
should  be  examined  nentaliy.   iJoci^.l  history  and  enviromnental 
conditions  that  are  the  most  probable  causes  of  failure  siaould 

be  recorded.  This  vill  lay  the  emphasis  upon  the  study  of  the 

2 
individual."   If  some  of  the  children  are  rnerely  backi-vai'd,  such 

backwardness,  "if  due  to  envirorraental  conditio  re,  may  be  re- 
moved by  changing  the  environment.   If  due  to  physical  defect, 
such  as  slight  deafness  or  eye  troubles,  to  adenoids,  or  to  ill- 
ness, it  may  be  removed. ..  .Such  children,  in  most  cases,  VYill 
come  ne?JP  the  average  when  these  handicaps  are  removed... If  the 
children  are  mentally  defective  or  f eeble-m.inded;  those  v/ho 

Dickson,  '.  .  ..   ilie  el-.tion  of  .ental  Testing  to  i:;c}t.ool  admin- 
istration. I'age  25. 

'^Dickson,  ¥.  E.  Report  of  Departm.ent  of  Kesearch.      Page  216. 


tiiroug'n  either  heredity  or   oth^jr  causes   •re  so  "b'^dly  ret.'rded    in 
mc-nlaiiiy    Uiat    wlioy  cr„n  I'lOver   overcome    tlie  difficulty,    and  must 
aU.waya  remain  suLnoriaal,    they  muot  he   recognized  aiid  taken   out 
of  the  regular  classes;   placed  in  special  classes  and  given   the 
kind   of    training  isiiich  they  can  profit  hy.     The  best  that  crji 
he  done  under  the  circumstances  muut  he    dene." 

In  many  cases   tl-e   indifferent   attitude  of  the  colored   rupil 
is   clue  to  hoth   the  parent   and  the  teaclier.     I<iany  colored  people 
are  very    sensitive  and  when  slighted   or  ^fronted  hy  t^le  vmthin]<:- 
ing  teacher  hecome   discouraged  and  hegin  to  think  that  an  educa- 
tion is  not  rorth  tihat  has   to  he  gone   through  to   obtain  it. 
Parents  will   endui'e    tlie  greatest   of  hards)iipe   if  hy  ao  doing  the 
future   of    tiicir  cliildren  v/ill   he  heater  than  their  om\;    but   if 
their  view  of  life  is  not  optimistic  they  vdil  tliink  it  foolish 
to   educate  t^eir  children  and  take  no  interest   in  tlie  work  tliey 
do,    thereby  encouraging   the  child  in  his   attitude  of   indiffer- 
ence. 

One  teacher   told  the  writer  she  h - d  never  had  any  colored 
pupil   v/ho   did  v;ell   in  his   school   work;    anotlior  said  that  some  of 
the  best   she  had  ever  had  v/ere  colored  children;    one  -was  posi- 
tive  t'ii  =jt  colored  pupils  can   only  do  v/ell   in  work  tiiat   requires 
little,    if  any,    reasoning  po;ver;    another  -gras  as  positive   that 
they   do    better   in   those   eutjects   vthich  they  can  think   out;    an- 
other  said   there  was   no  difference  between   children   of  t3ic  black 
and  wliite  race,    some  are  good   ojnd    eome  are  poor   in  scholar  ship. 

lildren. 

Pages  xvi-xvii. 


-Mot't  Of  the  c-^.see  of  j.?.l-he:ilUa  'and  a"boeiice  are  clue  to  the 
economic  conriitior.  of  tlie  '^?-rentr .  ".  f-iirly  lirrje  family  :nd  cm 
inadequate  income  result  ir  poorly  nourichod  children  and  chil- 
dren who  Tuat  help  toward  tl-ieir  own  support  after  school  hours. 
Borne  parents,  however,  Iceep  their  children  out  of  school  on  any 
pretext . 


-53- 


Jlif^h  School  lupils 

There  were  71  questionnaires  filled  out  by  teaciiers  of  the 
high  scliools  visited.  They  contained  information  concerning 
24  hoys  and  47  girls.   Tahle  V   (page  38)  shows  that  14.08;^  of 
the  pupils  are  accelerate^,  25. 3/^  are  normal  and  60. 5>:-  are  re- 
tarded.  About  58>'i>  of  the  boys  and  59;o  of  tJie  ,;irls  are  retard- 
ed. 

Table  IX  shov/G  the  distribution  of  the  pupils  doing  good 
Y/ork  or  v  ork  that  is  batter  than  good  ond   poor  -vjork  and  work 
th ; t  is  better  t'lan  poor  in  various  subjects: 

Table  IX 


distribution   of  iupils   J3oing  Good  '..'ork    md  loor 

i;-   V-^ricus   Subjects 


/ork 


GOOC/    WoKk 

7=>oof^  Wopi^ 

So^s 

O^r/s 

^oy<s- 

G/^/s 

IS. 

3- 

XL 

m 

m: 

^r 

zr 

m 

To/^a/ 

m  X  zrx2 

jk:k'slm 

r<,/i7/ 

£n^6sh 

6 

7 

3 

V 

1 

-2/ 

3       H            J^ 

'Z      3     A.     1 

/? 

^ts^oi^y 

f 

J. 

3 

^? 

f^ 

J 

^   1 

v3 

7 

Sc/ence 

.? 

X 

2. 

// 

J. 

P 

.. 

1  /,  , 

9 

f^a//,. 

H 

^ 

JL 

/vJ- 

-*■ 

(. 

/        3 

^O.^.  >C-f/7<^. 

C 

1 

^ 

^ 

3 

f 

J,l 

3           \   , 

J-     2.     JL        1 

// 

^oc.  ^a^r^. 

s. 

J 

/ 

/ 

^ 

J 

1 

C 

1 

1 

ryp//ja 

,, 

/  o 

A 

/ 

^ 

Bh  HsefffKf 

(, 

X, 

■2, 

f  o 

/        / 

/ 

^ 

/^u^/C  ■ 

j_ 

-3 

J. 

¥ 

n 

J 

X. 

^.  r-: 

^ 

7 

3 

A 

/v 

/ 

Ho^e  £con 

Ji. 

, 

// 

P  £c/(7f.0.m 
Occu/>. 

P 

3 

i 

y 

^ 

J.3 

J. 

' 

f 

/ 

V- 

__/_ 

y 

J-. 

7 

2. 

z. 

Peivr7o/isf'f- 

-z. 

^ 

/ 

^ 

, 

i 

-54- 

It   rippeara  from  the  alDove   table   tliat   t>)e  per  cent   of   f^ii-ls 
doing  f'^ood  r/ork  exceeds   tVie  per  cent   doinf^  poor  work.     Tlie   per 
cent   of  "boys   doing  good  work   in  history  and  modern  lanRuaf^ee 
exceeds   that   of  tVie  boys   doing  poor  v/ork;    but   the  per  cent   do- 
ing poor  work   in   Kngliah,    science   ^ind  iiiathematics   exceeds   that 
of    tiie  boys   doing  good  work   in   tliose  subjects.     The  girls,    then, 
are   doing  better  work  than  the  boys. 

There  is  no  partiality  to   subjects   which  are  of  practical 
value.      The  \sTiter  v/aa  told   that  lOO;;^   of    the  colored  pupils  \7ho 
have  attended  the  Vocational  High  School   of  Oakland  have  not 
graduated.     This    is   due,    in   part  to  the  economic   condition  of 
the  parents. 

The  hig}i  scViool  teac'iers'    judgments  concerning  the  overage 
pupils,    tiie  holdovers   and  the  accelerated  pupils  are   tlie  follow- 
ing: 


Loi?  Ninth  Grade: 

Boy . 

..16 
..16 

yi-G  ., 

« 

..17 

» 

Girl 

..15 

«t 

H 

..15 

"           , 

..15 
..15 

"          , 

« 

..16 

1) 

" 

..16 

-           , 

t> 

..16 

II 

€  mo 

10  rros 


likes  to  play  too  mucli; 
indifferent  and  impassive; 
ii'regular  attendance; 
perhaps  mental . 

lazy;  does  poor  vrork  in 
every  tiling; 

lacks  initiative  and  tlaor- 
oughness;  poor  mentality; 
inclined  to  he  industrious; 
good  attitude;  does  no  poor 
v7ork; 

eager  to  iearn;  does  \7ell 
in  everytViing; 

indifferent;  mentally  infer- 
ior; 

good  attitude;  lacks  initia- 
tive and  thoroughness; 


.55- 


Girl.  .If)  yrs :  attitude  average;  has  no 

f  a  i  1  in(5  .-^r  n.  dee; 

"    ♦ '1^      " :    f^ood   attitude;    does  poor 

work  in  iJn^^liah  and  yronch 
"becauoe   tliey   are  hard  for 
her; 

"    • 'l?      *'      , :   holdover   (Bicknesc)  ;    a  very 

diligent   puyil; 

"    --l?      "      , iioldover. ...:    rather  indiif erent; 

"    ••IV      "      , :    fairly   induetrious . 

Hi^rh  I^inth  Grade; 


Boy... 15  yrs*,  11  ;:^os., 


*. appears  to  be  very  much 
interested;  for  a  lon,^;  time 
he  v/orked  -  played  at  a 
;rovie  for  six  hours  (5  I  .i:. 
to  11  l.I.:.)  .  He  said  lie 
did  }iis  lep-sons  on  the  car 
going  to  ;and  coming  from 
his  v?ork  or  when  he  arrived 
home.   I  daresay  he  was  too 
tired  to  tliink." 


Girl .  .15  yrs . ,  6  moa  . , :  age  upon  entering  high 

school,  14  yrs.,  10  mos . ; 
doee  not  ai-ply  herself  and 
is  a  holdover; 

"  ..15  yrf;.,  10  r'os., :  has  a  fairly  good  attitude 

toward  learning; 

**    .  .16      "      , ...,.<..,....:    fitudious :    does  poor  r/ork  in 

i^panish; 

"  .  .16   "   , :  fairly  good  attitude ; 

'*  .  .16   "   :     «     «      "   ; 

"  ..16   '■'   ,  i5  'OS.,  holdover..:  good  attitude; 

"  ..16   "  ,    7  mos., :  attitude  good; 

"  ..17   •*   , :  attitude  riOt  good. 

Accelerate:  Girl,  14  yrs.  of  age;  she  is  partly  a  lioldover; 

rather  indifferent. 

Low  Tenth  Grade: 

Boy  • .  .16  yrs :  indifferent :  "probably 

caused  by  Lome  ccnditions; 
the  child  lives  v/itJi  a 
, -randf  ather ;  " 

"  . .  .16  yrs  . ,  8  mon  ., :  anxious  to  do  xvell;  does 

well  in  ail  subjects; 

"  . .  .17   "  ,  ,  .  , :  seer.s  to  be  r.tudious,  but 

}ii£  recoi-d  is  now  good,  now 
bad; 


•56. 


Boy... 18  yrs.,    3  nos., ;    entered  higli  school  when 

16  yrs.,    1  '^0.;    tries  his 
best;    does  no  poor  \7ork; 
"    ...19      "      ,5      "      , :    indifferent; 

Girl.. 16     ••      , :   good     ttitude; 

"    ..17      •'      ,    2  mos., :    does   good  i7ork. 

Accelerated:    Girl,    14  yrs.    of    04;;e;    sJie  does  good  .v;ork  in  every- 
thing  except  jinglish; 
Girl,    14  yrs.,    9  mos.,    of    o^e;    she  does   fjood  work 
in   everyt;iing. 

jiin:h  Tenth  Grade: 

■.ccelerated:    Boy,    15  yrs.    of  age;   has   a  good  attitude  and  does 
no    00 or   vork; 

Boy,    15  yrs.    of   a^s',  has   a  good  attitude   and  does 
good  vork  in    everything; 

Boy,    15  yrs.,    of  age:    does   good  v;ork   in  every- 
thing  except    I'nglish   p.nd  algebra;    v;ants   to  go  to 
college. 

Boy... 17  yra :    poor  mentality;    entered 

high  school  r-Jxen  15  yrs.    of 
age; 

^    ...IS      ^      ,    2  pos., :    -jtbitudc  poor; 

"    ...21      "      :    not   strong  in   any   subjects; 

by  hard  v;ork  m on  ages   to 
barely  pass  in  all. 

GirL.l?  yrs.,    4   n^os., :    does   good  work; 

"    ..17      "      ,9      "      , :    t'torougnly  satisfactory; 

does  no  poor  work; 
^    ..17      "      ,    ?      oa., :    rather   inciifrercnt . 

LoYt'   :.leventh    Jx'ade: 

Girl .  .17  yrs  .  „ :    average  pupil ; 

"    ..17      "      , :    good  attitude;    does  v;ell   in 

everything; 
"    .  .19      "      , '•    does   good  nork 

iiipi   L^l  ev entry  Grade : 

Girl.. 19  yrs.,    i  n\o», ..:    does  xjell   in   everything  ex- 
cept r-u-itJicraatics . 

Accelerated:    Girl,    15  yrs.    of   :^e;    a  good   student;    does  xiell   in 

everything; 
"    ,    16      "      ,2  mo8.,    seems   to  vary  from  term  to 
torm. 


-57- 


Low  Tv/elfth  Grod^; 

Girl .  .18  yrs  . , :  interested  in  school  v;ork, 

but  is  by  no  meano  a  strong 
student;  worries  at  hone; 

"  •  'IS   "   , :  scerre  to  vary  from  term  to 

t  erir.  • 

High  Twelfth  Grade: 

3ioy...23  yrs.,  3  mos., :  earnest  and  interested;  ir- 
regular attendance; 

Girl.. 19   "   , :  attitude  fair;  does  not  ex- 
cel nor  fail  in  any  subject; 
does  poor  work  and  then 
•^rjiien   r;he  thinks  she  mi.-^t 
fail,  she  etudies  hard  in 
order  to  catch  up. 

Accelerated:  Boy,  16  yrs.  of  age;  he  h^^c   failed  in  soir.e  eub- 
jects;  attitude  i8  good  but  his  r;5entaiity  is 
poor; 
Girl,  15  yre  of  3,^e;  "interested  wnd  anxious  to 
leorn  Trri€;n  paesing;  e-jeily  diccoura^jed  and  almost 
a  quitter  v/hen  not  .?ble  to  get  along  well.  Drops 
a  subject  the  minute  it  getea  liar*.   Ooes  poor 
work  in  everything  except  music. . .all  other 
courses  are  barely  passable,  and  mtmy  have  been 
failed  in  or  dropped;  has  failed  again  and  =^ain 
in  Engljeb.  To   mental  pov/er." 


J<'rcm  the  above  v;e  see  that  where  the  "attitude  toward  learn- 
ing" of  these  pupils  was  signified  on  the  questionnaires,  four 
were  said  to  be  "indifferent,"  one  "lazy"  and  one  "not  good";  the 
attitude  of  the  ot'.,ers  was  signified  to  be  from  "fair"  to  very 
"diligent •*.   Ir  twenty-eight  cases,  tlxe  children  entered  high 
school  oJder  than.  tJie  average  age  of  entering.   In  the  fourteen 
cases  w?iere  ttie  ciiild  is  a  holdover,  only  in  five  is  he  ;;n  over- 
age pupil.   fhe  blank  ^^hich.  v/as  filled  for  the  boy  v/ho  is  23  yrs. 
of  age  and  in  -bJie  iiigh  tv/elfth  grade  did  not  signify  whether  the 


-5C- 

teacher  thought  him   tc  be  mcritnlly  gIov;   or  not.     One  wondere 
T/hether  he  mi^ned   ccliool   •:.  rumher  of  years,    or  h.g  Leen  attend- 
ing  since  a  child.      It   is   strange  th  it   the  two  children   in  the 
same  grade  v;ho   are  accelerated   -   tVie  boy   is   16  yre.     .nd   Vae 
girl,    15  yrs .    of   age  -  could  be  called  mentally  poor. 

T}ie  conclusiors  re^^ci-'ed   in  regard  to   the  holdovers   .md 
overage   pupils   of    the  gr'-unmox  sclxool,    also  hold   true  for   the 
high  school   pujils.     Mental  testing  for  all  the  children  of  the 
schools  cannot  be  too  greatly  emphasised.     >.'ortunitely  the  need 
of   a  vocational  counsellor   in   the   schools   is  nQ\7  recof^nized.      In 
order  to  do  the  rc.oct    effective  work  for  colored  pui^ils,    tliese 
counsellors   should  be   in  eyrr-patliy  with   colored  people.      Intelli- 
gence teett  C'.n   cell  us  v;i)ether  a  child's  n:..tivc   ability  corre- 
sponds  approximoteiy  tc   the  ir.edian  for: 

(1)  professional  classes, 

(2)  semi-prof es'dional  classes, 

(3)  crdin-xry  skilled  v;or?-<:ers, 

(4)  semi-skilled  v/crkers, 

(5)  unskilled  workers. 

T5-iG   correlation  betv/eeri   tue    -,inount   of   education  received  by 
the  parents   and   tlie   stay  of   the   cliildren   in  school   is  not   close. 
Tliere  are  parents  ?/ho  hve  received  a  good   education,   but  who 
do  not  believe   in  keepinii  their   childreri  in   scliool;    and   tliere 
are   t/ioee  who  Jaave  had  little,    if   :^ny,    education  v;iio   believe   in 
giving  their   children  all  the  ativantages  possible.     Until  very 
i'ecently  the  high   schools     had  a  very  small  nuaber  of  colored 
children.      Thougii   there  ■.lere  children  ambit iouc   :ynd  nentally 


-59- 

fit  for    i  higli  ychool    education   tlie  avera^je  parent   did  not  have 
an   inconie  large   enough   to  keep   the   older   children   in   scl.ool. 
aince   the  fathers   are  now  m-ikiuQ  higlier  wages    (being  allowed  to 
■cfork  in   siiip  yards,    etc.)    tliey  ax'e   sending  their  children    to 
high  school.     The   incre   ee   in  the  number  of  higli  school   pupils 
ie  also  due  to  the  raising  of  the  compulsory  school  age. 


-60- 

Conclunion 

The   information  ffained   Uiroufjh  the   question;-)-  ires   showa  very 
clearly  that   there  must  be    (l)    the  realization   on  the  p.iTt   of   the 
parento   th.t   the   children   t.hould  receive  :nost   of   their   eiicour ieje- 
L'ent   at  home,    (2)    a  greater  cooperation  hetv/een  parent  and   teach- 
er,   (o)    the   establishment   of  more  junior  hi?;h   schools,    (4)    the 
ascertaining;   of  t>,e  mental   level   of   the  children,    (5)    a  vocation- 
al  counsellor   so  that   proper   training  may  he  .^jiven ,    (6)    the 
kno'v/ledi^e   tn.ct   tiiis   training  can  he  fnade  use   of,    (?)    and  the 
knowledtie,    on  the  part    of    the  parent,    that   the  child  is  not  re- 
ceiving certain  training   because  he   is  black,   but  because   it   is 
through  it   tlxat  he  vjill   become  a  better  citizen. 


•Gl- 


Higher  Kducation 

There  have  been  only  t:  ree  colored  students  in  jttendance 
it  tlie  ban  iTanciscc  btate  .Normal  tichool.  Two  have  already 
graduated  and  one  is  stiil  in  attendance;  all  arc  v/omen.  Of  the 
two  graduates,  one  is  teaching  in  a  colored  school  in  the  Middle 
West  and  the  other  is  married.  The  latter  never  taugljt  school. 

Until  a  few  years  ago,  t-here  v;ere  never  more  tiian  two  or 
three  colored  students  attending  tie  University  of  Ga,lifornia  or 
the  colleges  cituoted  in  the  f>an  I'rancisco  j3ay  region.   ,it  pres- 
ent there  are  nearly  thirty.  I^ost  of  tliese  students  are  from 
the  vouth.   They  have  come  to  otudy  at  these  institutions  because 
colored  irstitutions  have  not  the  ?:igli.  standing  of  the  institu- 
tions of  higher  learning  in  the  Korth.   '>ome  of  tiiese  students 
aspire  to  becoice  doctors,  deiitisto  or  lav;yers.   Others,  enrolled 
in  the  College  of  Letters  aiid  sciences  of  the  University  of  Cal- 
ifornia, have  no  definite  end  in  vie?/.  Strange  to  say,  fev/  of 
the  women  core  to  become  teachers.   This  Is  due  to  t":e  fact  that 
teachers  in  the  colored  ochoole  are  so  poorly  paid.  Tliey  have 
no  desire  to  return  to  tije  South,  since  V:^e-:jr   do  not  fully  realize 
the  part  they  could  play  in  raising  the  status  of  t^je  southern 
Fegro . 

Personal  opirjion  influeaces  the  attitude  of  instructors  the 
higher  the  colored  studeiit  goes  up  the  educaticnal  ladder,  so  a 
study  of  the  type  of  students'  viovli   in  the  various  departments 
would  be  cf  no  value  ,  so  v/'^s  not  made. 


CHAl^TKU      V 

HOMK    rmi  NTiilGimCRHOOD  CONDITIONS    03?   TICE   HCKOOL  CWlLDmm 

**The  home   is    the  baeie   unit   of  civilir.ation,    in  vMcli  appear 
In  latent   I'orm  all   t.-ie   povrerc   th^)t  liter  life   ir   to  ro^Oize."-^ 
After  tl.e    imnoTtoticn   of   f,l^;ver,   fron;    Africa,    "tl.e  private  home  as 
a  celf-protectlve,    IndependGnt  un.lt   'iid  not  e.Ti:ist.     f-int  powerful 
institution,    t'Me  polygiST.ous   Af r ic .'Vi  licrso,   v-v-.s   alir.ost  conplotely 
dGstroyod,    .md   in   itn   pl  ;.CG  in  A^nerica  arose   3e:ra?,l  pronis^cuity, 
a   vve^ilc  cominunity  life,    wiUi  comnon  dv/ellin'^,   rneils,    oj-id  child 
iiurGGrier. .      l^ie  iaterna.1   s^ave    trade   tender  further  to  weaken 
natural   tiea.       ».  a;nall  numbor  of  favor oi  /louss  oerv-ants   and  arti- 
sans \vere  raised  above    b-iia  -  iiad   tiieir  private  homcse,   came  in 
contact  with  the  culture   oX  fno  iiViCter  ci<>i39,    and  asoiin Hated 
mucia  of   Airsricari  civilization,      xhio  was,   iao-,vever,    -aicceptional; 
broadly   epeaking,    the  /greatest  sociiil   effect   of    .rr.iirican  slavery 
was  to  substitute  for   the  polyaa:nou8    ^^egro  uome    a.  nevi  poly^^amy 
lees  gu.orded,    les-^:  effective,    -and  less  civilized."*     After   the 
Civil  Var ,    fie.'Aro  rrjai^ria.'^ee   of   the   tjlave  day  a    .vevc   legalised.      i:if- 
farts  '.'lere  ther,  jnade   to  -orir'g  the  farrily  life   of   the  mass   of   the 
people  up   to  the   level  necessary   to   civilized   life,     li'.e  reoults 
v.ic   note''  ort"  y . 

•^Horne,   K.  ft.  The  ^hilosojihy   of  liducation.  l-age  1. 

''Du  Bois,    W.   >^.    ...        The   ic  ;ro.  J  age©    IfV-lGB. 


•"Co- 
lt baa   not   only  been   proven   that    living  conditions   'jffoct 
the  efficiency  of  children  se  v.-ell   os    vcrkingTr.en,    but   tbe   con- 
dition  of   tbe  neighborbood  lias?  been  i^roycv   to  be  an   important 
factor   ir   the  educational   as  well   3Z  noral   developrccnt  of  chil- 
drer;.      Therefore,  lilboir.es   and  38  neif-^liborbocds  where  there  v:ere 
children   in   r.cbr>ol,    \Tere  r-r.ided   c.cccrdinj   to   the   v"iiittier   3cale 
for  Grading  ilome  Condi tione-^   and  the  V/)iittier  Ucaie  for  Grading 
Nei(i;hborhood  Conditions^,    in  order   to  determine   the  f^eneral  so- 
cial  level   of  each   f  ruiy. 


■^^^ilii-?- (J,    J.    ;  .  T3)e    ./hittier   oCaie   for   Gradiii^;  .lome  Condi- 

tions.       Journal   of    Delinquency,    Vol.   1,   No.   5,    iJov.   1916. 

V^dos   275-286 

2\.'iilisins,    J.  h.  The  "whittier  Scale  for  Grading  jNieiKhborhood 

Conditions.        Dept.    of  Hesearch,    V/};ittier   Ltate  School,    Bulle- 
tin Ko.    5. 


Hone  Conftitione 

The  homec   are  graded   according  to  rsecetsitias,    neatnece, 
size,    parental   conditions    md  parental   supervision.     Tlie  results 
are   shown   in   the  tahles  v/liich   follov,'.      One   (l)    is   toe  lowest 
mark  and  five    (5)    the  hi^^hest  m-trlc  given. 

According  to  the  Home   Index  Distribution,    Table     X      ,    the 
homes  ranlc  fror.   Index     5      to   Index     25     and   the  raedirxii  is  at   In- 
dex    IV.      The  table  shows   one  case   at   Index     5    ,    one  n.t  Index     7 
and  t?iree   at   Index     9      (t^iese  represerit   ti:e  homes   of   tlie  poorer 
people) ;    at    the  other    end   of   the  table  there  are   two  c ises   at 
Index     25    ,    five  ^t   Index     24   ^   three  at   Index     22  and  five   at 
Index     22      (tj)ese  repreoent  the  homee   of  tite  v;ell-to-do) : 

Tible     X 
home  index  -TJistribvition   of   111  Koraes.   of  Colored  Cl:>.ildren 

Index       5  - i  caL^e 

"            G 1  " 

"             7 2  cases 

3 5  « 

••             0.... 7  " 

"           10 6  « 

"           11 IC 

12 4  ". 

"           13 Z  " 

"           14 3  " 

«           15 6  " 

"           16 7  " 

«  17 (Kedian) ..7 

16 3  " 

"          IS iS 

20 7  ■  « 

»           21 6 

"           22 5 

•»           23 ' 6  " 

"           24 !J  " 

"           25 2 

Total Ill 


-65- 

i-.eference  to  Tal)le     XI     reveal e^   tVie  fact   tli.^t   of  tlie  nedian 
scox'oPi    in  the;  hone  ,^rad:.r.f;;,    riecer,f?.\tio?;,    r-eat^'ieon,    size  and  pa- 
rental conditions  have  the   same   ocorc:   j5;    parent -^1   nuporvioion 
has   a  I'-J-i^ier  score:    4_. 

Table     XI 

Distriljution   of   Itora-points    of   111  Jlornee   of 
Coioi'ed  Cliildren 

0      1      2      3      4      5      Its. 

1  Necessities ■. C   11  27  o7   27      9  » 

11  iseatrtese 0    io   19  2o_  £o   2G  " 

111   bize n      9   22  2122   25  « 

IV  iai-eritai  Sonaiiioiis 0      G  24  o9  ;;8  14  » 

V  Parental  £upervieion. ...... .  C      9   18  26   37   21  *' 

(TVie  underlined  figureti   &l)ow  where  the  medians  fall.) 

A  compiirison  with    the  Bietribution   ox"   Item-points,    120  I'omes   of 
Delinquent  r.oys-^ ,    show«  that   tie  homes   of   the  colored  children 
rank   tiie   same  .^s    the  homes   of    Ine  delinquent    boys   in  necessities 
and   eise,    rank  one  point  lov/er   in  rsatnesc,    one  point  hifiher  in 
pgrent=!l  conditions   and  tliree  points  higher   in  parental   super- 
vie.ion.      As  con:ipy.red  v/ith   the  Disitrihution   of   Item-points,   i'ifty 
Homes    of  iMon-delinquent  enildren,    l;he  colored  horaea  rank  tv/o 
poirtu   lov:er   in  nocersitice, ,    neatness,    cize   -^nd  parental  condi- 
tion©,   but  rank  the   sarae   in  p;arental   supervision. 

^Willia;r.s,    J.  .11.   The  7/hittier  Scale  for  Grading  Home  Conditions. 
Journt;!    of    l^t;!  Innuency ,    Vol.    1,    I'o.    5,    aJov.    1916. 

Pages  275-286. 

^Ihid. 


-G6- 

i^oces-tii tl oa  VvOUlJ  'nve  vecoiYed  a  lov/ei"    iicore   uevernj.  years 
^.-Tc  .      AJoug  with    tie   i^'cre-'ce   of  VB.reB ,    t-te  colored  man  Uae  inade 
hie   r.orre  mere  c onif ortabJ  e   and   provided  his  family  witl-  more   of 
tl"e  nccefcpitiec   of  life.     I'ott   cf    y;is  hos  "beer   done  on   the   in- 
£:trll::nrt  plaxi,    it   iz   true,    fet   f  o   inf^talltrcr^t   ^]'r^,    if  vr::ed 
vif.ol;,,    i'j.   c.r,   ec<-i'Ofric   s^dvartarrj    peopTe   do  not  h eve  to  deny 
-thetaselvet    rome   of  the  iu::uricc   cr    even   tl-e  receetitiet    of   life. 

i^acfc  xiii&  no   fcffect   on    Lho  cisanlincsc   of  a  Ijome  for  cleanli- 
ne&s   16  not   instinctive,    out   is   an  acquired  characteristic. 
Tiiough.  tUexe   arc   come  C'ses  r/hcre  neatnouFj   gets   -.lu  lovj  a  tscore  as 
Xf    t>ie  number   cf   scores    iu  balanced   by  those   of  A  and     5.. 

.jincc   colored   v>eople  must   live   in   Vie  liouseo   that  they  are 
permitted   to  rent,    .uid   since   theii'   iiieonic   is   oftei:   inadequate,   a 
prVjrt   of   it  must   'be   obtairied  by  taking  in  roomers;    go   the   Gi;:e   of 
[.lie  nouse  v/iil  be  too   small  for  the  number   of  people  living;  in 
it.     On  tlie  other  hand,    ac  n;any  i?.re  nor;  buying  their   oxm  liomes, 
they  choose  one  -rhicl-i    ic   cv.itc   .lr-rp:e   cr.ouf:h   rcr   the  faraiiy. 

)  gy ent p.1  C  oncli  t  i  on  a ; 

In  most  czses,    parental   conditions  received  a  hi^^h  score; 
biit   the  number   of   lew  ci^es  brought  fis  a.verafTe  down.      The  amount 
of    "harmony"    between  parents   ic   not  very  easy  to  ascertain. 
Come  of  the  -nothers  renain    it  hOTne  mo^t   of  tl\e  time,   but   the  ma- 


-67- 

jority  muat  i.elp  cupport    the  fair^ily   hund  are  tiierefore  av/ay  from 
home  uoiTly   every   or   evory  day. 

Tarental  JjUYjex-vision: 

Because  the   black  child   is   often  lield.  up  to   the  public    eye 
ao  ix  raciiil    type,    especially   if  his   ■behavior   is  not  wli.at   it 
s'hculd  'be,   moot  p.-rente,    some  of  v/hom  had  no  home  iite    uhercaelves, 
arc  "beginni/iii'  to  realize  that  they  must   iiitereet   t^ieraoeives   in 
the  velfare   of    U-ieir  children.     Thei.'e  ax:e  i'ew  caeeo  v;hexe  the  pa- 
rents are  really   incor-ipetent;    in  some  cases  tiiey  .^re  uiichle   to 
care  for  tjioiir   children,    in   otheve   they  are  good-naturedly  toler- 
ant;   hut  rarely  are    t'^ey  wilfully  nec.ligent. 


-68- 

NelRhborhood  Conditions 

Table     Xll     represents   the  distribution   of   the   item-points 
of   tiie  58  nei{;hborhoods  where   the  111  homes  are   cjituited.     1  rep- 
resents Jentnecs,    .  anitation     nd  Improvement;    11  represents   Ilay- 
ground  facilities;    111   represents   Institutions   and  TOstiblish- 
raents;    IV  represents  aocial   .statue   of  Residents;    V  represents   .w- 
era^e  Crade  of  >)Omes: 

Table     Xll 

Distribution  cf  Item-points  of  the  38  Keigbborhoods  w}!ere 
the  111  homes  of  the  Children  are  Situated 


Items 

\ 

11 

111 

IV 

Y 

No.  3r-;ding 

0 

0 

0 

0 

0 

0 

n       II 

1 

5 

0 

0 

5 

0 

m                » 

2 

25 

11 

44 

27 

17 

»       n 

3 

36 

67 

43 

65 

49 

m                n 

1 

32 

20 

21 

IB 

32 

N      n 

5 

13 

13 

3 

6 

13 

Total . . . 

.  Ill 

111 

111 

111 

ill 

i.'edians. 

. . . . 

.3 

3 

3 

3 

3 

Each  of  the  above  items  v/.s  fjraded  on  a  sc-iie  of  five  points; 
_1  represents  decidedly  unfavorable  caidifcions,  5^  points  repre- 
sent favorable  conditions,  and  2,   _^  -irid  4_  represent  conditions 
of  varying  f -^vor-zbility  letTvee.n  t}ie  two  ertreraec  The  medians 
for  each  of  the  five  items  is  ^.   Items  1  -^nd  IV  are  the  only 
onef.  e^TBdivr^i   1_. 


-69- 

Table  >:ill  represents  the  dio  triljution  of  the  indices  of 
the  30  neif^hborhoocls.  The  homes  rank  fro^  Index  9  to  Index  24; 
the  median   is  at   Index  15: 

Table     Xlll 

Index  Distribution  of  the     38     Kei^jhborVioods  wliere 
the  111  '.'oTiea   ^re   :"it'.i.^ted 


Index       9 1  c  ise 

"          10 4  r;,?.ses 

"           11 15  » 

"           1£ 11  " 

"           13 2  " 

«          14 1:3 

••          15      (Median) 21 

•*          16 . . 4  " 

••           17 9  " 

18 10  " 

19 3  » 

20 , 6 

"           21 4  « 

"              i:yj, 4  " 

"           2S 1  •• 

24 4 

"           25 0  " 

Total .111  " 


.70. 


Diagram     VI      sJiov/s   tlie  relative  distribution   of   the  Ifeigh- 
Lorhood  Index    und    the  ]iOine   Index  for  the   111  cacec: 

Diagram     VI 

The  DistriDution  of   the  Heig^iborhood  Index 
and    the  JiOrae  Index 


/ 

,1 

^ 

J 

7 

/ 

^c-/ 

Gh 

>    / 

BORMOOD 

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>-/ 

f/siD£X 

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L^ 

A 

r  i>"-^-' 

— 1 

.       1 

/ 

' 

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. 

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J:r. 

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3L\ 

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K 

. 

z.a 

, 

» 

^I 

. 

f^' 

: ! 

' 

, 

/ 

/I 

' 

/. 

. 

y 

_ 

4 

y 

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- 

A 

1 

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t. 

1 

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1 

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t 

} 

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n 

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Each  dot  rov:rceent£:  one  hoi:ic.  Itw  >.oeition  on  the  verti- 
cal BCaie  representa  t};c  liome  index;  its  pociticn  on  the  hori- 
zontal  ycale  represento   tl.s  neigl'.l^orhood   index.     Tlic   diagonal 


-71- 
line   through   the   center  pcsees   tJirough  the  points   .^t  v/uich  the 
lieightorhood   Index  and  the  Itome   Index  are   identical,    the  closer 
the  dot  ^representing  a  given  home  approaches   tliis   line,    tlie 
necxer  the  resemlalance   of  the  tr;o   indices,    in  niimber  of  points. 
Dots  above   the  diagonal  line   represent  lioines  vdiich  f^rade  higher 
than  the  neighborhood;    do-cs    ueiow   t.ie  line  represent  hor.ies  vdiich 
grade  lower  than  the  neif^hborhood  in  wiiich.  they  are  1  oca  bed. 
The  home  and  neighoornooa   indices   are  aliout   eqaaiiy  distributed 
on   both   bidee   of  t:  e   line;    out,    v/iiere   tlie  nome   irjde^c  xa  xower 
thaxi   the  neighborhood   index  the  dots   are  situ-^ted  nearer  the  di- 
agorxal   line*      The  I'jreator  differences  bet^^een   the   two   indices 
are  where    the  neighborhood   index   is   lo-ver   than   the  home  index. 
There   ia   one  case   of   ?;.!.    i:j,   .  .1.   25;    one   uf   ;  .1.   21,    .'  .1.   14; 
tT70   of  J,  .1.   18,   T»'X,    11.     Thei^e   ia    ore  cs^e   of  ]>:.!.   9,    i;.l.   5; 
one   of  1^.1.   12,   li.I.   6;    ore   of  I  .1.   24,   ]  .1.   17.     These  homes 
'ire  located   ±xt  alley-v.-ays,    suburban  aistriots,    v;cil-kept    ^nd 
poorly  Kept  etreets.  . 


-72- 

Comparison   of   f^ie   Index   distributions   of  the 
Colored   axid  Delinquent  Cliildren 

It   is   intereiitinc    to  co:Tipare  tiiv  index      distribution   of  tlie 
111  liomeo   of  tiie  colored  children  ;;ith   the   index  diatribution   of 
155  hoines  of  deliuxquent  children  of   the    ..hittier  ,;urvey.      "..de- 
lirKtuent  b&,y£.   ctTie   froin  rie-.ily   b.1i  ievela   o£   feiucia]    -ar.d  industri- 
al  life.      A&  m-iy    be   expected,   however,    in  consicleratioi'i  of   tlie 
arrcunt   oi  liereditery  ut^fectivene-ij   found,    t.he  ,i;reat  niajority  are 
ct-iildrer.   of   laborers   und  traxleynien   of   the  rniddle    ir.d  iov.er  class- 
es.     The  foilov/ing   la   a    ilt't   of   the  64   occupations   of    the  fatJiers 
of   ty.iy   '^^roup  of  boys;: 


Laborer 30 

Carpenter 26 

Painter 12 

R.Fc.   Employee 17 

RsRChcr 11 

Teamster 9 

:.:aC'iinitt 7 

5';^riner 5 

Coo:- , 4 

Miner 4 

Plarsterer 4 

Tailor 4 

C  outi'actor 4 

Blacksmith 4 


Junk  Dea  ler 3 

Soldier 3 

Baker 3 

J.yrber 3 

Janitor 3 

J.lec  ti'io  ian 2 

Cefnent   Fi  r.ir/>;er 2 

Tel  ef-crariher 2 

3"orter 2 

lorinter 2 

Gerb^^e  Col lee  t  or ..... .   2 

foreman 2 

Urloaown  snd  none.......   9 

Iv.iscell7.necus,    1   each.. 37 


Tlie  iiorne   indices   of   i.hece  125   boya  nxe  Inwer,    on   the   -averai^e, 

than  the   indices   of   their  neighhorliood!?, There  are  a  few 

caaeo   of   striking  difference;    one  c^i&e   in     '.'haoh   t}>s  hone  evades 
5   and  tlie  nei;::'^borhood     17,    a  di'fe:cence  of  12  points;    a  ease   of 
home  index     6     and  noi:-^hborhood   index     16,    r.  c-:5?e   of  home   index 
11     and  neif'aborhood   index     23.      The  caeeo   of  v/id^est  deviation 


-73- 

in  favor  of  the  home  are  as  follows:  h'.I.  14,  11.1.  10;  }l.I.  10, 
N.l.  14;  ii.I.  23,  I^.I.  19;  differences  of  hut  four  points  in 
each  case.  The   majority  of  c^^.fjej;,  ho>7ever,  falla  no-r  the  line 
of  equal  scores." 

?iy  means  of  the  folloring  tv'ole  ^ve  can  comp-^re  the  index 
dictributlon  of  the  hoines  and  neipjabor'noods  of  t;ie  colored  chil« 
dren  .nd  delinquent  boys: 

Table  :UM 

Conipcrieon   of    .he   Index  hjr.tr.i.huticne    of  the  --jomec   and 
MeiGliborhoodB   of   the  Colored  Children   cjid  :)elir!quei!t  Boys 


Index 
u 


6. 

7  . 

8. 

9, 
10. 
11. 
12. 
13. 
14. 
15. 
16. 
17. 
lo. 

19.... 12 
JQ 7 

21 6 

22 5 

23 6 

PA 5 

25  .  .  ._i^ 
111 


Hoines 
C.C. 

.1  case. . . . 

.1        **.... 

,'cl  cases 4 

-o         "       4 

6 

7 

8 

6 

4 

8 

17 

1 

...  .12 

6 

5 

5 

7 


..7 

..6 
.10 
..4 
..3 
..2 
..6 
..7 
..7 
..8 


D.E. 

5     CilS! 

7         " 


'..otal 
(C.C:  Colored  Children 


...4 
.  ..1 

120 

D.I 


Neighborhoods 

c 

.C. 

U.B 

0  cases 

....0  cac 

0 

ii 

....  1 

0 

....0 

0 

ii 

1 

1 

H 

....6 

4 

'■' 

15 

H 

c 

3.1 

" 

.  .  .  .0 

2 

•» 

...lb 

12 

" 

. .  .It 

21 

M 

...la 

4 

•' 

.  .  .17 

9 

It 

8 

10 

■' 

....9 

3 

11 

...13 

6 

...  .9 

4 

H 

....7 

4 

a 

...  .5 

1 

t. 

...  .3 

4 

1) 

1 

,^ 

" 

....0 

111 

135 

Delinquent   Poys) 


^Williar^.s, 


Xiitej-iitie^we    -ud  Jelii:.Y^^ncj 


1  i'lQ    11. 


-74- 

The   aljove  tolle   sliowe   t^i^t   there  are  colored  liomes   that  rank  as 
low  as   t;)e  lowest  caees   of   the  homes    of  delinquent   boys,   hut   the 
number   of  "better  homes  rnclces   the  median  tv;o  points  hi;-:her   (\in- 
derlined  figures   chow  vrhere   the  medians  lie.)      There  ;    e  no  col- 
ored homes   in  neighborhoods  represented  "by  index  5,    6,   7  or  8, 
only  one  at   index  9   and  4   at   index  10,    tut  the  number   of  homes 
in  nei.'^hlorhoodj;  reprecented  by  index  11  aiid   index  12  cuic:   the 
fact   tl-iut    th.e  rjeift'^bcrhoods   of  a  greater  niunber  of  homes   of  de- 
linquent boys  are   better  th  jji  tixe  neigl'iborlioodo  of   the  homes   of 
colored   children,   makes   the  median  for  t):ie  l.-rtler  one  point  low- 
er than   tli.-t   of   the  forrner,    (underlined  fi^^ures   show  wJ-iere  the 
rDedi-:^.ns   lie.) 

The  home?   and  neif^hborhooda   of   the  coloreJ   children  were 
compared  with  delinquent  children  because   of    vie   yi;nil,;rity  of 
the   industrial   fttatus  of  the  fatiiere   of    che   Iv/o   vroupe   of  chil- 
clx-en . 


-75- 

Conclusion 

vflien  one  coneidere  Uiat   it   is   a  little  over  a  half  a  centu- 
ry  since   the  iMegro  was  released  from  hondage,    and  that  during 
that  time  he  has  had  to  acquire  many  characteristics   of  civi- 
lized life,    the  condition  of  the  homes  are  not  what   one  would 
expect  to  find;   "but  much  can  and  must  "be  done  tlirough  education 
in  order  that  they  become  better.     The  poor  condition  of   some  of 
the  neighborhoods  is  due  to  causes  many  of  vAiich  are  outside  his 
control,   nevertheless  he  can  learn  to  better  tliose  he  cyji  con- 
trol and  by  so   doing  raise  the  status   of   the  neighborhoods.      Hln- 
vironment  cannot  change  one's   inherent  characteristics,   but  can 
do  much  to  develop  those  other  elmr  act  eristics  necessary  for  tlie 
making  of  a  good  and  useful  citizen. 


CHAPTER     VI 


C(aJCLUSION 


The  writer  has   sought   to   present  briefly  the  main  points 
brought  out  in  the  survey,      ae  have  learned  tliatfCl)    the  condi- 
tion of  the  Negro  in  the  San  i'rancisco  Bay  region  is   about  the 
same  as  hie  condition  in  other  parts   of   the  North,   wiiere  the 
colored  population   is  not  large;    (2)    there   is  little  correlation 
between   the  education  and  occupations   of  the  persons  who  replied 
to    the   questionnaires;    (3)    tiie   school   v/ork  done  by  the   223  chil- 
dren camxot  be  called  typical   of  children   of  any  race;    (4)    the 
home  and  neighborhood  environments  of  colored  children  are  not 
such  as  one  vrould  expect  to  find  ^Then  the  social  and  econcMnic 
status   of    tlieir   parents   is  considered. 

A  Buaiaary  of   Uie  concluaions  reached   ie: 

(1)  xlaat   there  muet  be   the  establiehraent   of  a  system  of 
education   to  provide  vocational   training  v/hich  should  aim  at   ef- 
ficiency in    ..  specica  field  of    >;orlc;    a  liberal   education  'Ahich 
should   prep-ire  for  life   in  the  family,   community,    state  and 
church;    and  a  cultural   education  which  should  prepare  for  the 
worthy  use  of  leisure. 

(2)  That   the  raental   level   of  children  nufjt  be  ascertained, 
80   tiiat   the  proper    education  may  be   r^iven. 

(o)      That  the  correlation  between  soci;!  desiand  and  voca- 
tional   training  must  not  be  disregarded. 


/ 


-77- 

(4)  That  the  Negro  parent  must  realize  that  his  child  is  not 
receiving  certain  training  because  he  is  colored,  hut  because  it 
is  through  such  training  he  vrili  bijcorje  a  better  citizen. 

(5)  That  the  Negro  parent  must  realize  ttiixt   his  child 
ahould  receive  most  of  his  encouragement  at  home. 

(6)  That  there  must  be  a  greater  cooperation  between  Uie 
parent  and  the  teacher. 

(7)  That  all  the  various  forms  of  education  must  be  made 
available  to  those  who  can  profit  therefrom;  since  public  inter- 
eat  demands  that  every  future  citizen  secure  all  the  training 
necessary  for  his  life  in  the  conmunity,  and  many  kinds  of 
trained  men  are  needed. 

(8)  That  there  must  be  e.  greater  cooperation  betv;een  mar:- 
bers  of  the  race  so  that  the  children  will  have  more  fields  in 
which  to  apply  tlrie  training  tl-iey  receive. 

(9)  That  one  of  the  greatest  needs  of  the  race  is  wives 
who  stay  at  home;  but,  until  that  is  made  poseible,  those  who 
must  help  support  the  family  should  be  taught  to  work  in  such  a 
way  that  at  night  they  v/ill  not  be  over-fatigued  ^rnd  unable  to 
give  their  best  self  to  their  children. 

(10)  That  the  various  organizations  must  realize  their 
social  duties  and  help  their  raenbers  become  more  efficient  citi- 
zens. 

(11)  That,  since  the  church  has  a  great  influence  over  the 
life  of  tlie  Kegro,  it  is  necessary  for  tlie  colored  minister  to 
reeJ-ize  more  fully  that  his  is  a  profession  of  service  and  he 


0 


-78- 

can  do  much   toward  making   tlie  conunvmity  'better   in  ra^iny  respects; 
tliat   every  nan,   regsirdless   of  his  creed,   can  do  good  in   some  way. 
(12)      That  the  Mcgro  must  "be    able  to  make  use   of  all  his   ca- 
pacities  to   their  greatest  extent,    in  order   tJiat  he  may  take  his 
proper  place  in  the  progress   of   the   v^orld. 


-79- 

List  of  Diagrams,  i'orme  and  TaMes 

Diagrams 

Page 

1  Distritution  of  t-ie  Education  of  tiie  393  i/ien 12 

11  Education  of  the  Men  and  Women  in  Various  Occujiatione. .  13 

111  rictribution  of  tlie  Education  of  279  Women 22 

IV  Per  cent  Kornial,  Retarded  and  .Moderated  Pupils 40- 

V  Dietritution  of  l-upils  /.ccording  to  Good  and  Poor  \/ork 

in  Various  Su'bj  ects . .  * 43 

VI  Lictribution  of  t3ie  Ifeighborhood  Index  ;tnd  tlie  Home 

Index 70 


Forms 

1  Q,uestionnaire  distributed  among  the  adult  population...   7 
11        "      filled  out  by  high  and  grammar  school 

teachers  regarding  colored  school  children 37 


Tables 

1  Occupations  of  the  Men 8 

11  Education  of  the  Ivien  in  the  Various  Occupations 10 

111  Occupations  of  the  Women 19 

IV  Education  of  the  Women  in  the  Various  Occupations 20 

V  iAge-Grade  Distribution  of  r\ipil6 38 

VI  Distribution  of  tlie  223  Children  in  the  Grades 39 

Vll  Distribution  of  Pupils  Doii^  Good  Work  and  V/ork  that 

is  Better  than  Good  in  Various  bubjects 41 

Vlll  Distribution  of  Pupils  Doing  Poor  i/ork  and  ork  that 

is  J-etter  than  ioor  in  Various  Subjects 42 

IX  Distribution  of  Pupils  Doing  Good  Work  and  Poor  Work 

in  Various  Subjects 53 

X  Home  Index  Distribution  of  111  Homes  of  Colored 

Children 64 

XI     Distribution  of  Item-points   of  111  Plomes  of  Colored 

Children 65 

Xll     Distribution  of   Item-points   of  38  ITeighborhoods  %7here 

the  iiomea   of    the  Children  are   situited 68 

Xlll     Index  Distribution  of  the  38  Neir^iborhoods  vdiere  tlie 

111  iiomee  are   situated 69 

XIV     Corap-arison  of    U^e   Index  Distribution  of    tlie  Homes  and 
i^eighborhoods   of   the  Colored  Children   and  Delinquent 
Boys 73 


BIBLIOGRAPHY 


Du  Bcie,    ly.   E.   -R. 
Woodson,   Carter  0. 

Jones,    Tjio8.   Jeo&o 


Work,   n'-onroe,  K. 

Tne  Crisis 

The   'vestcrn  Outlook 


T5ie  Education  of    the  ilegro 
Irior  to  I8G1 . 

lietjro  iiduR.Htion.  .-.ieport,  Uni- 
ted L-tatee  Bureau  of  Education. 
1S17 . 


The  Negro  Ye-ir  Look,    1918-1919 

Vol,   22,    Ko.    3.      July,    1921. 

Voi.   i,    .'o.   1   -  Vol.   XXVll,   iio. 
20, 


Liwett,    John 


The  luhiic   bcljooi  by  stem  of 
California. 

^einger  vereus   Crookshank. 


82  California  Deoitsions,    ri88. 

.'innual  Report,    Board   of  Education  ot    tne  Cora^^OJr.■   ^Joimcil   of  tan 
Pranoisco,    California.      1850. 

Kig-hth  Annual  Eeport   of   the   Euperinter-dent   of  l-iAblic   schools   of 
San  ia'ano i sso  o  ,    iOco . 


Home,  II.   •!. 
Eennett,  6.  V. 
Be  Oarmo,   Chas 

Dickeon,    V.   K. 


>;i»'illia,"io,    J 


rhi].osophy  of    i.ducation. 
The  Junior  High   ScjiooI. 


Principles   of   secondary  i^duca- 
tion. 

nelatiorj   of  '.ienta,!  Teeting  to 
cchool  /idmini  strati  on. 

iieport   of  Department  of  Keee-jrch, 

school     1 raining  of  Defective 
Children. 

Intelligence  and  Delinquency. 

The  Vhittier   i;cale  for  Grading 

i'oric  Ccnc'itior.i,. . 

The  Whittier  J^'cale  for  Grading 
Heighhorhood  Conditions. 


V 


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